Government of Karnataka

ENGLISH

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SECOND LANGUAGE
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EIGHTH STANDARD
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KARNATAKA TEXTBOOK SOCIETY (R)

100 Feet Ring Road, Banashankari 3rd stage
Bengaluru-85

I
 Textbook Committee

Chairperson
Sri. P.N Srinath, ELT Professional
Textbook Committee Members
1. Sri. A.P. Gundappa, State Resource Person
2. Sri. H.M Basavaraj, Retired Subject Inspector

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3. Sri. K.R. Shankar Prasad , Asst. Master , Malladihalli, Holalkere,
Chitradurga
4. Sri. K.N. Krishna Prasad, Asst. Master, Sadvidya High School,

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Mysuru
5. Sri. Altaf H. Jahangir, Asst. Master, G.H.S. Devasugur, Raichur
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6. Sri. Jayaram, Artist, V.V.S. High School, Rajajinagar, Bengaluru

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Assistance in the Workbook Preparation
1. Smt. S.M. Shobha, Head Mistress, G.H.S Minakanagurki,
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Gowribidanur
2. Sri. Ekanath, BRP, B.E.O. Office, Chitradurga
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Scrutinizer
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Dr. H.V. Vamadevappa, Lecturer, M.M. College of Education,

Davanagere
Editorial Board Members
1. Prof. G. Rajgopal, Department of ESL Studies
The English and Foreign Languages University, Hyderabad
2. Prof. Victor, Principal, Nitte First Grade College, Yelahanka
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Chief Co-ordinator
Sri. G.S.Mudambadithaya, Curriculum Revision and Textbook
Preparation, Textbook Society, Bengaluru
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Chief Advisors
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Sri. Nagendra Kumar, Managing Director, Karnataka Textbook Soci-

ety, Bengaluru
Smt. Nagamani.C, Deputy Director, Karnataka Textbook Society,
Bengaluru
Programme Co - ordinator :
Smt. Sowmya. N.S, Asst. Director, Karnataka Textbook Society,
Bengaluru

II
 Preface
The Textbook Society, Karnataka, has been engaged in producing
new textbooks according to the new syllabi prepared which in turn are
designed, based on NCF – 2005, since June 2010. Textbooks are prepared
in 11 languages; seven of them serve as the media of instruction. From
standard 1 to 4 there is the EVS and 5th to 10th there are three core
subjects namely, Mathematics, Science and Social Science.

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NCF – 2005 has a number of special features and they are:
• Connecting knowledge to life activities

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• Learning to shift from rote methods
• Enriching the curriculum beyond textbooks
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• Learning experiences for the construction of knowledge

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• Making examinations flexible and integrating them with classroom
experiences
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• Caring concerns within the democratic policy of the country

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• Make education relevant to the present and future needs.

• Softening the subject boundaries integrated knowledge and the
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joy of learning.
• The child is the constructor of knowledge
The new books are produced based on three fundamental approaches
namely,
Constructive Approach, Spiral Approach and Integrated Approach
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The learner is encouraged to think, engage in activities, master skills

and competencies. The materials presented in these books are integrated
with values. The new books are not examination oriented in their nature.
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On the other hand they help the learner in the total development of
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his/her personality, thus help him/her become a healthy member of

a healthy society and a productive citizen of this great country India.
Language textbooks are designed to help learners master
communicative competencies, excellent comprehension, meaningful
expression and efficient reference skills.

III
 English is studied by most students as the second language.
Teachers have to keep in mind the three fundamental approaches based
on which the Readers have been designed, and adapt their teaching
methods and help learners master language skills and competencies
and help them become excellent users of English.
Schools in Karnataka offer seven languages as media of instruction

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and eight as first languages and ten languages are offered as third
language. The objective is to help the learners to use these languages

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efficiently at the communicative level. It is hoped that at least a cross
section of learners, achieve competencies to use these languages at the
creative level.
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Teachers are expected to adapt their teaching methods not to make
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these textbooks just feed materials for examinations, but help learners
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master language competencies such as communication, comprehension,

expression in writing and necessary reference skills.
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The Textbook Society expresses grateful thanks to the chairpersons,

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writers, scrutinisers, artists, staff of DIETs and CTEs and the members
of the Editorial Board and printers in helping the Text Book Society in
producing these textbooks.
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Prof. G S Mudambadithaya Sri Nagendra Kumar

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Co-ordinator Managing Director

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Curriculum Revision and Textbook Preparation Karnataka Textbook Society®

Karnataka Textbook Society® Bengaluru, Karnataka
Bengaluru, Karnataka

IV
 A Note on the Package
Introduction :
This new package of English Course being introduced in the academic year 2012-
13, has been conceived and designed broadly on the Principles and guidance spelt
out in the ‘National Curriculum Framework for School Education-2005’ as also on
relevant specifications made in the subsequent documents of the Karnataka State
Text Book Committee.
The objectives :

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The main objective of the course material is to enable the student to use English
for effective communication, academic improvement and acquisition of linguistic,
socio-cultural and Strategic competencies.

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The Principles :
The Package is designed on the basic Principles of Second language learning,
namely,
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♦ learning language through use, that is, the ability to listen and to read with

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comprehension, to speak with fluency, to write with accuracy and effetiveness,
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and also to use it for study purpose.
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♦ learning language through communication suited to the requirement,
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audience and situation.

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♦ learning mainly through interaction in Pairs and in groups while dealing

with the text in most of its aspects in the class.
♦ learing being most effective with teaching and testing going hand-in-hand.
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♦ self-learning, and learning how to learn, being the ultimate goal of all
Pedagogical acrivities.
The Package :

The course package consists of:

I. The Main Course Book
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I The Main Course Book

The Main Course book has two units.
1. Detailed Text
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2. Supplementary Reader
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1. Detailed Text
This part of the Detailed Text has 8 Units, each unit having a Prose piece(or a play) and
a poem. The Prose piece and the Poem in a Unit are in a way thematically related. The selection
of these Pieces is made not just on their lingustic potentialities, but also on the values they
reflect, and in turn, motivate the learners to imbibe those values in their roles in
actual life.
The Poems are drawn from different genres. They are supposed to be read mainly
for enjoyment through appreciation of such aspects as rhythm, imagery and figures
of speech.

V
 Text Format
Each piece of the Prose has the following sections:
 Introductory Listening Activity (ILA) or/and
 Introductory Reading Activity (IRA)
 A note on the writer/author
 Main text with paragraphs numbered
 Comprehension exercises at different levels

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 Glossary
 Vocabulary Exercises
Suggested Reading

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

Each poem has the following sections:

 A note on the poet
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The text of the poem with stanzas numbered

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
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 Glossary
 Comprehension questions at different levels
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 Additional Reading wherever desirable

Suggested Reading
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The Supplementary Reader

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This unit consists of four pieces of writing; an episode from the epic the
Mahabharata; a folk tale; a biographical sketch of an eminent person; and the saga
of a daring space traveller. Once again, the objective of this Part is to pave the way
for an enjoyable and instructive reading as a habit, and also as a skill.
Salient features:
The book is prepared to facilitate learning of language skills, competencies and
use-language functions-through meaningful tasks and activities. This Part has eight
units. Each unit comprises the following linguistic sections.
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A. Listen and Speak D. Language (grammar)

B. Spoken English E. Writing
C. Reading
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A. Listen and Speak

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Listen and Speak section is designed in such a way that the learners, after
sufficient practice, will be familiar with the basic sounds of English. A word of caution
here may not be out of place. That is, attempts should not be directed just to write
Phonemic symbols to the exclusion of oral practice. For, it is the aural - oral drilling
that is emphasized, not the ability of phonetic transcription in writing. So, the more
the oral practice, the better will be the fluency of speech. Note that the listening script
for each unit is given at the end of the text. Teachers read the script; students listen
and answer the questions.
B. Spoken English
This section addresses not just supra segmental features of speech such as

VI
 stress, rhythm and intonation. It is intended, on the other hand, to facilitate the skill
of speech primarily on its use, the language function.
Speech is the most spontaneous and natural mode of communication, and the
exercises are mostly conversations that we come across in real life situations.

C. Reading
The section on reading supplements the textual material. Usually, what is read
in the text after some period of time becomes so familiar that the learners tend to
memorize it, and reproduce it in the terminal examination. This over-emphasis on

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the content of the text comes in the way of the acquiring finer Reading skills like
skimming, scanning and interpreting visuals. So, to focus more on the acquisition
of Reading skill, sufficient and varied types of material like visuals, maps, ads and
charts are provided in this section.
D. Grammar

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Practically, grammar is being taught and tested as if it were the basis of language
learning. Of course accuracy cannot be sacrificed, but this should not be at the risk
of ignoring appropriacy and spontaneity. so, integrated, meaning-oriented language
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exercises are provided to enable the learners to discern the underlying rules of structure

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on their own, though at a steady rate of progress.
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E. Writing
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We know that the skill of writing is the most exacting to achieve. Keeping this
in view, writing exercises, at the beginning, are rendered easy with a lot of clues
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and guidance. Repeated attempts have got to be made before the learners come out
with the final, polished drafts. At the later stages, constructive and creative writing
will be practised. Writing includes the ability to refer to Dictionary, Thesaurus and
©

Encyclopaedia. Exercises are graded to facilitate this also.

Most of the tips and guidance given in the book are suggestive, not prescriptive.
Attempt has been made to clarify difficulties mainly on the following aspects
i) Content- if it is culturally alien, or if the text itself is very complex
ii) Language-
a) Grammatical rules if they are not easily within the reach of
the learners
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b) Vocabulary-words which are highly register-based, colloquial or

culture-specific
The Committee hopes that the learners and teachers make the best use of the
Package. Constructive suggestions are welcome.
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The Committee is thankful to all the experts, scholars, teachers and students
who have contributed to make this venture possible. It places on record the valuable
suggestions and guidance offered by Sri G.S Mudambadithaya, the Co-ordinator of the
Committee of Text book Revision. Also thanks for the untiring help offered throughout
by the Managing Director and staff of the Text Book Committee.
Wishing all the stakeholders of the package a rewarding experience.
Srinath P.N
Chairman
Textbook Committee.

VII
 About the Revision of Textbooks
Honourable Chief Minister Sri Siddaramaiah who is also the
Finance Minister of Karnataka, in his response to the public opinion
about the new textbooks from standard I to X, announced, in his
2014-15 budget speech of constituting an expert-committee, to look
into the matter. He also spoke of the basic expectations there in, which

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the textbook experts should follow: “The textbooks should aim at
inculcating social equality, moral values, development of personality,
scientific temper, critical acumen, secularism and the sense of national

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commitment”, he said.
Later, for the revision of the textbooks from class I to X, the
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Department of Education constituted twenty seven committees and

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passed an order on 24-11-2014. The committees so constituted were
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subject and class-wise and were in accordance with the standards
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prescribed. Teachers who are experts in matters of subjects and syllabi
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were in the committees.

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There were already many complaints and analyses about the

textbooks. So, a freehand was given in the order dated 24-11-2014
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to the responsible committees to examine and review text and even

to prepare new text and revise if necessary. Eventually, a new order
was passed on 19-9-2015 which also gave freedom even to re-write
the textbooks if necessary. In the same order, it was said that the
completely revised textbooks could be put to force from 2017-18
instead of 2016-17.
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Many self inspired individuals and institutions, listing out the

wrong information and mistakes there in the text, had sent them
to the Education Minister and to the Textbook Society. They were
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rectified. Before rectification we had exchanged ideas by arranging

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debates. Discussions had taken place with Primary and Secondary

Education Teachers’ Associations. Questionnaires were administered
among teachers to pool up opinions. Separate meetings were held with
teachers, subject inspectors and DIET Principals. Analytical opinions
had been collected. To the subject experts of science, social science,
mathematics and languages, textbooks were sent in advance and later
meetings were held for discussions. Women associations and science
related organisations were also invited for discussions. Thus, on the

VIII
 basis of inputs received from various sources, the textbooks have been
revised where ever necessary.
Another important aspect has to be shared here. We constituted
three expert committees. They were constituted to make suggestions
after making a comparative study of the texts of science, mathematics
and social science subjects of central schools (NCERT), along with
state textbooks. Thus, the state text books have been enriched based

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on the comparative analysis and suggestions made by the experts. The
state textbooks have been guarded not to go lower in standards than
the textbooks of central schools. Besides, these textbooks have been

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examined along side with the textbooks of Andhra Pradesh, Kerala,
Tamil Nadu and Maharashtra states.
Another clarification has to be given here. Whatever we have done
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in the committees is only revision, it is not the total preparation of the
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textbooks. Therefore, the structure of the already prepared textbooks
have in no way been affected or distorted. They have only been revised
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in the background of gender equality, regional representation, national

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integrity, equality and social harmony.

While doing so, the curriculum frames of both central and state
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have not been transgressed. Besides, the aspirations of the constitution

are incorporated carefully. Further, the reviews of the committees
were once given to higher expert committees for examination and their
opinions have been inculcated into the textbooks.
Finally, we express our grateful thanks to those who strived in
all those 27 committees with complete dedication and also to those
who served in higher committees. At the same time, we thank all the
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supervising officers of the Textbook Society, who sincerely worked

hard in forming the committees and managed to see the task reach
its logical completion. We thank all the members of the staff who
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co-operated in this venture. Our thanks are also to the subject experts
and to the associations who gave valuable suggestions.

H.N. Gopalakrishna Prof. Baraguru Ramachandrappa

Managing Director Chairman-in-Chief
Karnataka Textbook Society (R) State Textbook Revision Committees
Bengaluru. Karnataka Textbook Society (R)
Bengaluru.

IX
 REVISION COMMITTEE
Chairman-in-Chief:
Prof. Baraguru Ramachandrappa, State Textbook Revision Committees, Karnataka
Textbook Society, Bengaluru.
Chairperson:
Dr. N. Shantha Naik, Dean and Chairman, Department of English, Vijayanagara
Srikrishnadevaraya University, Ballari.
Members:

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Smt. Vijaya.S , Asst. Teacher, Govt. High School, Sonnashettihalliy, Chintamani,
Chikkaballapur.Dist.
Smt. A. Anantha Padma Priya, Asst. Teacher, Govt. Girl’s High school, Hosakote

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town, Bengaluru Rural Dist.
Sri Vishwanatha. N.Y. Asst. Teacher Govt. High school, Mandikal,
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Chikkaballapur, Dist.

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Sri Manukumar. H.M. Education Co. Ordinator B.E.O. Office, Shivajinagar,
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Bengaluru- North-3.
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Dr. Komala D.R. Lecturer, Govt.P.U. College, Hadli Circle, Malavalli (Tq),
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Mandya Dist.
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Smt. Dilshad Begum. Lecturer, Govt. Polytechnic College, Ballari.

Artist:
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Sri Venkatesh, Drawing teacher, Govt. High School, Urumarakesalagere,

Mandya South, Mandya Dist.
High Power Review Committee Members:
Dr. G.Rajagopal, Professor (Rtd) #716, Prashanathnagar, Bogadi,
2nd Stage- South, Mysuru.
Sri M.G.Hegde, Professor, Department of English , Dr.A.V. Baliga Arts and
Science College, Kumta, Uttara Kannada Dist.
Sri Kannan, Professor, Department of English , P.G Center, Karnataka State
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Women’s University,Vijayapura.
Dr.Ramaprasad, Professor, Department of English , Kuvempu University,
Gnanasahyadri, Shankarghatta, Shivamogga , Dist.
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Dr.Mallikarjun Patil, Professor, Department of English , Karnataka University,

Dharwad.
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Chief Advisors:
Sri H.N. Gopalakrishna, Managing Director, Karnataka Textbook Society,
Bengaluru.
Sri K.G. Rangaiah, Deputy Director, Karnataka Textbook Society,
Bengaluru.
Programme Co- ordinator:
Smt. Hemalatha B.V. Assistant Director, Karnataka Textbook Society, Bengaluru.

X
 SYLLABUS NETWORK
VIII std English II Language
Reader Text Book Work Book
Unit Title Vocabulary Listening Spoken English Reading Language Writing
1 A Day in The Ashram Antonyms /i:/ and /1/ Greeting Warning signs Determiners Choice of words
No
Beauty Prefixes, Suffixes Newspaper
2. Sir C. V Raman Opposites /e/ and /æ/ Starting a conver- Maps and Tables Tense System Framing sen-
t sation tences
The Little Busy Bee Compound words Present continuous
form
3. Jamaican Fragment Homonyms /ɑ:/ Introducing one Skimming Tense Past Perfect Interpreting
self and others form visuals
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No Men Are Foreign
4. The Boy Who Asked For Suffixes /ə//ɜ://ʌ/ Complaining Framing Questions Paragraph
More construction
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For A Five Year old
5. The Swan And The Princes Spelling
B /U//u:/ Requesting Scanning Prepositions Letter writing

XI
Somebody’s Mother Parts of Speech /ə:// ɔ/
6. All The world Her Stage Antonyms Diphthongs / Seeking informa- Reading for infor- Degrees of Com- Descriptive Writ-
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aɪ//eɪ//ɔɪ/ tion mation parison ing
Coromandel Fishers Words that describe
7. The Emperor’s New Clothes Phrases and Idioms Diphthongs Reporting Inferring Reported Speech Punctuation
Machine /ɪə//eə//ʊə/
8. Luther Burbank Critical reading Passive Voice Creative Writing
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Collocative Words Diphthongs /
əʊ//aʊ/
The Axe in the Wood
SUPPLEMENTARY READER
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1. The Story of Dharmavyadha - An episode from the epic ‘Mahabharata’
2. The Earth quake - A folktale
3. Lal Bahadur Shastry - A biographical sketch
4. The First Woman in Space - A daring saga of a woman
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 Contents

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Unit Prose Page Poetry Page
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A Day in the Ashram Beauty (Memorization)

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1 1 14
- C.F. Andrews E-Yeh-Shure

Sir C.V. Raman The Little Busy Bee

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2 17 31
- Edited - Isaac Watts (Memorization)

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Jamaican Fragment No Men are Foreign
3 35 57
- A.L. Hendricks - James Kirkup
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The Boy Who Asked for

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For a Five Year Old Boy

4 More 60 72
- Fleur Adcock
- Charles Dickens
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The Swan and the Princes Somebody’s Mother

5 75 91
- Edited - Mary Dow Brine

All the world Her Stage Coromandel Fishers

6 96 109
- NBT - Sarojini Naidu (Memorization)

The Emperor’s New Clothes Machine

7 114 134
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[Play based on a folk tale] - Rudyard Kipling

The Axe in the Wood

Luther Burbank
8 139 (Memorization) 150
- Daniel Miller
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- Clifford Henry Dyment

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155- 170-
9 Supplementary Reader Listening Passages
169 174

175- 179-
10 Additional Glossary Phonetic Symbols
178 180

XII
 Unit–1

EDUCATION FOR LIFE

ILA Your teacher reads a passage. Listen to it. Then answer these

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questions.

1. Why did Sangappa feel sad?

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2. What was his son doing?

3. What did the headmaster say about learning?

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4. Does learning mean only reading books and preparing for the
examination? Share your views with your partners in the
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class.
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IRA Some statements are given below. If you agree tick [Yes].
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If not tick [No].

1. I love to get answers to all the questions by heart. Yes No

2. We should play in the evening. Yes No

3. I learn a lot while I am outside the classroom. Yes No

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4. Learning must be an enjoyable experience. Yes No

5. Singing, praying, practising yoga and drawing are Yes No

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also some of the ways of learning.

Do you want to know that there exists a school where children learn
with joy and freedom? If so, read the text silently.

1
 PROSE
A DAY IN THE ASHRAM
- C.F. Andrews
C.F. Andrews - Charles Freer Andrews
[1871–1940] was an English priest of the
Church of England. He was an educator and

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Indian freedom fighter. He became Mahatma
Gandhi’s closest friend and associate.

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Andrews reveals his experience while he
stayed in the Ashram. Shantiniketan was
founded by Rabindranath Tagore. It is a school
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with a difference, where students learn with

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great joy.
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C.F.Andrews
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1. Words cannot picture to you

the beauty of Shantiniketan.
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Our own poet and teacher, whom

we call Gurudeva, has named it
in his song, “The darling of our
hearts,” and it is worthy of the
name. All who have visited the
Ashram, old and young alike,
have felt its inner beauty growing
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Shantiniketan more and more upon them.

2. If I were to describe to you
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one day in the Ashram with the boys, that would perhaps best bring
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home to you its inner beauty. Long before sunrise, like the birds in
our own amloki groves, our boys are awake. The choristers are the
first to rise, and they go round the Ashram, singing their morning
hymn. You can hear the voices in the distance, drawing nearer
and nearer; and then the sound dies away, as the choir passes on
to another part of the Ashram, and then again it comes nearer and
nearer. The beauty of the sound in the silent morning air and the
sense of joy and reverence which it brings, give peace to the soul.

2
 3. After an interval, each boy takes his asan, his square of carpet, into
the fields and sits down on it to meditate in his own place alone.
Later on, before the school work begins, the boys all stand together
in the shade of the trees and sing their hymn.
4. Till about half past ten the work of the school goes on. We have no
classrooms. The boys sit with their teachers, in the open air, under
the trees. There are no larger classes. A group of eight or ten boys

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are seated round the teacher, asking him questions. Very few books
are used. A greater part is carried on through conversation. The
boys soon learn to open out all their difficulties to their teachers,

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and the teachers get keenly interested in the boys’ questions and
answers. Such living education can never be dull.
C1 Answer the following questions and share your responses
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with your partner.
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1. Who named the school ‘Shantiniketan’ ?
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2. When does the day in Shantiniketan begin?

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3. What is termed by Gurudeva as, ‘the darling of our hearts’?

4. Which phrase used in paragraph 1 means ‘both the old and
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the young people’?

5. The boys in Shantiniketan get up early in the morning.
Who else are the early risers?

Now read on silently.

5. When the morning work is over, the boys bathe and go to their meal.
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About two o’ clock in the afternoon the classes begin again; but at
this time the work is chiefly with the hands as well as with the mind.
Handiwork is practised, and the boys’ own natural tastes are very
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soon discovered. Some prefer carpentry; others prefer mechanical

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work; others enjoy spinning and weaving; others become skilled

draftsmen or painters; others are musicians.
6. There is very little book-work in the afternoon. School is over at about
four o’clock, and then there is a rush to get first into the great open
fields for football. Our Shantiniketan boys are famous everywhere
for their sports and games.
7. In the evening, at sunset, they return from the fields and sit down
once more, for a short time, to meditate in silence.
3
 8. As night comes, fairy tales are told; short dramas are recited; our
Gurudeva’s songs are sung; and different school gatherings are held.
9. By nine o’clock all are glad to retire to rest; and again the choristers
go round the Ashram singing their last evening hymn. There can be
no question as to the happiness of the life of our boys. Their faces
tell the story of their joy and their freedom. There is no freer life in
India than the life of our children at Shantiniketan.

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C2 Work in pairs. Answer the following questions and share
your responses with your partners.

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1. What kind of work do the boys practise in the afternoon?
2. What are Shantinikethan boys famous for?
3. How do the boys spend their evenings before they go to bed?
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4. Read the second paragraph carefully. What it describes is :
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a) the greatness of the teacher
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b) the song of the choristers

c) the lessons taught in the Ashram
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d) the silent meditation of the inmates

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[Choose the right answer]

Glossary and Notes :

Gurudeva : Rabindranath Tagore
choristers : members who sing in the choir of a church
choir : a group of singers singing hymns
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hymn : a song of praise to God

amloki : a tree, like a mango tree
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reverence : respect
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meditate : to pray silently

draftsman : a designer or one who makes plans
recite : sing [a poem or a story] from memory

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 Read and write :

C3 Read and discuss your responses with your partner. Then

write.
1. What is the effect of the song of the choristers on the listeners?
2. How are the classes held in the afternoon in Shantiniketan?
3. How do the boys spend their evenings in Shantiniketan?

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4. How are the classes at Shantiniketan different from the classes
in other schools?

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5. How does Shantiniketan prepare the boys for life?

C4 The writer has used the phrase ‘living education’ to describe

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the experience in Shantiniketan. Some features of

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education are given below. Classify them into the categories
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of ‘living education’ and ‘unimaginative instruction’. Discuss
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in groups.
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Living Education Unimaginative instruction

e.g. Open discussion e.g. Punishing learners
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Memorizing, meditating, punishing learners, learning outside in

nature, dictating notes, open discussion, students asking questions to
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teachers, students passively listening, experimenting, creative thinking,

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identifying students’ natural taste, bookish learning.

C5 Write a paragraph describing your idea of a good school.
C6 Write a few lines about your school using the following clues:
• Name of the School
• Location
• School building
• Facilities – about teachers, laboratory, library, sports etc.
5
 Vocabulary :
V1 Observe the use of nearer and nearer in the following example.
e.g. You can hear the voices in the distance, drawing nearer and
nearer [near].
Fill in the blanks in each of the following sentence with the help of the
clues given in brackets.

ed
1. When you blow air into a balloon it becomes ____ and _____ [big]
2. As the train approaches the station, the sound of its whistle
becomes ______ and _______ [loud]

ish
3. If you practise harder and harder, you will feel _______ and _____
[much] confident to solve the problems.
re S
4. Man has been constructing ______ and ______ [tall] buildings in

bl
B
the cities.
5. As you move away from a tree it looks _____ and ______ [small]
pu
be T

V2 Fill in the blanks using some and others.

K

e.g. Some prefer carpentry, others prefer mechanical work.

©

1. You can see shining objects in the sky at night. _______ of them
are planets, ______ are stars.
2. There are many fruits in the basket. _____ of them are mangoes,
______ are bananas.
3. After the bell, ____ boys went out to play, _____ went home.
4. There are a few books on the table. ________ of them are text
to

books, _______ are not.

5. _____ of the apples in the basket are good. _____ are bad.
t

V3 Fill in the blanks choosing the appropriate words from the words
No

given in brackets.
Last ______ [week, weak] I went to a shop to _____ [by, buy] a pair
of trousers. I bought one and returned home. When I tried to _____
[wear, ware] it, I found that it was rather ____ [loose, lose]. So I went to
the shop in fury. But the shopkeeper was out. So I had to ____ [wait,
weight] for half an hour. When he returned. I shouted at him, “See,
how big it is. It fits an elephant”. He replied coolly looking at my pot
belly, “Therefore we offered it to you, Sir”.

6
 V4 Fill in the blanks using the antonyms of the words underlined.
1. Krishna was a rich king, while his friend was a ______ man.
2. Madanika is tall but her brother is ______
3. Radhika is strong but her sister is _______
4. Silk is soft ; iron is ________

ed
5. I can remember stories but _______ lessons.
V5 Classify the following into prefixes and suffixes:

ish
re, less, ful, mis, non, anti, ment, able, ish, in, ex, ion, ship, multi,
sub, ive. One example for each is given.
re S
Prefixes Suffixes

bl
B
re- -less
pu
be TK

V6 Fill in the blanks with the appropriate prefixes choosing from the
©

ones given above [V5] :

1. The school _______ opens on June 1.
2. Manish eats meat. He is a _______ vegetarian.
3. Terrorists are _______ social.
4. Bakra Nangal is a ______ purpose project.
to

5. Plastic chairs are _______ expensive.

V7 Fill in the blanks with appropriate suffixes choosing from the
t

ones given above [V5]:

No

1. He was comfort____ in his seat on the train.

2. He was acting in a very child _____ way.
3. She looked at her reflect _______ in the mirror.
4. India has won the Champion _______ at Sharjah.
5. The rate of employ _____ in India has been rising steadily.

7
 A. Listen and Speak
Vowels /i:/ and /I/
Task 1. Your teacher will say these pairs of words. Listen and repeat.

feel fill
heat hit

ed
sleep slip
green grin

ish
What difference in sound were you able to listen to between the two
re S
words in each pair? Yes, the sounds are different. The first word in each

bl
B
pair has a long vowel sound. The second has a short vowel sound. These
vowel sounds are phonetically represented as /i:/ and /I/ respectively.
pu
be T

Task 2. Your teacher will say these words. Listen and write them in
K

two different columns. A few examples are given :

©

lead, seek, clean, fit, mist,

kit, priest, read, grin, speed,
mix, meet, breed, sheet,
win, mean, spit, chit, dream,
fees, heed, lean, trim, hid.
to

words with /i:/ words with /ɪ/

eg: mean eg: spit
priest win
t
No

B. Spoken English
Greeting :
Steps: (To be followed for each piece of conversation)
1. Listen to your teacher reading the conversation.
2. Read it and practise speech .
3. Practise it with your partner/partners, taking notes.

8
 (Note : These instructions are to be followed for all speaking exercises
given in the textbook)
Situation-1
(Rohit and Vidya, once classmates, meet after a long time)
Rohit : Hi, Vidya.
Vidya : Hi, Rohit, how’re you?
Rohit : Fine, and you?

ed
Vidya : Getting on well. By the by, where had you been all these
days?
Rohit : Been to my brother’s. You know he’s in Kolkata.

ish
Situation-2
(A telephonic talk between two friends, Raj and Manoj)
re S
Raj

bl : Hello, Manoj, I’m Raj here.

B
Manoj : Hello, Raj. How’re you?
pu
be T

Raj : I’m fine. How’re things going on?

Manoj : Fantastic ! You’re coming here, aren’t you?
K

Raj : Sure.
©

C. Reading

Reading Warning Signs

* Read the warning on each picture below.
Write the meaning of each warning in your note book
choosing the
to

appropriate one from the list given below.

t
No

Warning : Warning : Warning :

Do not For external use only Use with adequate
ventilation
incinerate

Warning : Warning :
Keep Warning :
refrigerated Keep out of
reach of children Do not
Inhale

9
 Meaning:
Do not use it in a closed room.
Do not eat or drink it.
Do not breathe it in.
Do not store it in a cupboard. Keep it cool.
Do not burn it.

ed
Keep it in a place where a child cannot go near it.

ish
D. Grammar
Task 1. Read the following passage. Underline the common
re S
nouns. Say whether they are countables, that is,

bl
whether they can be counted one, two etc., or whether
B
they are uncountables, that is, they cannot be
pu
be T

counted. List them under different columns. Two

examples are given.
K

There was a merchant in a town. His name was Parashuramappa.

©

He had many friends. They helped him in selling milk all over the town.
Parashuramappa loved to live in peace. Also, he always spoke the truth.
These qualities endeared him to all the people in the locality.

Countable Nouns Uncountable Nouns

People truth
to

Articles
t

Task 2. Fill in the blanks using ‘a’, ‘an’ or ‘the’ only

No

where necessary. If no article is necessary write (Ø) in the

blank.
1. Abdul is .............. excellent football player. As ...............student,
he won many prizes. Now he has joined. ........... multinational
company. .......... company encourages him to play for ............
state level tournaments.

10
 2. .... Democracy is .........best form of government for, all ......
people have ....... right to vote. Even in ........ emergency,
......... people do not lose their ........ rights, in that form of
government.
3. ......... Peter lives in .......... same locality as I do. His father
is ......... Assistant Engineer. He loves ....... music and

ed
........ sports. His most favourite sports is ....... cricket.
Task 3. Look at the following pairs of sentences. Why is

ish
‘the’ (the definite article) used in some cases but not
in others? Discuss with your partner and write the
reason.
re S
bl
e.g., 1. Man is mortal.
B
2. The man going there is carrying a bag. The bag is full.
pu
be T

Reason : In (1) Man stands for all men in general. So, there is
K

no article. In (2) the man ‘the’ is used, for, it stands for

©

a particular person, not everybody. In (2) a bag takes

an article ‘a’, for the writer and the reader do not know
which bag the man is carrying, as it is used for the first
time, where as in the last sentence, the bag is used as
both the reader and the writer have a definite bag (al-
ready referred to once) in their minds.
to

1. I’d like to see a tiger.

2. Would you? Then see the tiger in the calendar.
t
No

A. Where is your father? B. He is in hospital.

A. Which hospital? B. The Government hospital.
Answer the following questions by filling in the blanks:

1. A rose is a beautiful flower.

2. The rose on your coat is fading.

11
 1. Do you have the tickets? (The ticket collector to the passenger)
2. Here are the tickets.
1. It is an e-mail.
2. I have not yet read the e-mail.

Task 4. What do you understand after doing these exercises?

ed
Answer the following questions by filling in the blanks.
1. Nouns can be countable or ...............

ish
2. Countable can be singular or ............
re S
3. ‘a’, ‘an’ and ......... are articles.

bl
B
4. ‘a’ and ‘an’ are used only with ............. nouns.
5. ‘The’ can be used with both singular and ...... forms of nouns.
pu
be T

6. ‘The’ is called the definite ..........; ‘a’ and ‘an’ are called ........
K

articles.
©

Other Determiners
Apart from a/ an/ the some of the other determiners
are a few, many, several, a pair of, a piece of, a lot of
etc.
Another type of determiners are Demonstratives
to

namely
this - these
t
No

that - those.
Task 5.
Frame sentences using the above determiners.

12
 E. Writing
Choice of words:
Task . Read the following descriptions. Substitute each
with an appropriate descriptive word from the ones
given in brackets below. One example is given.

ed
1. He often promises to do things, but half the time he forgets.
(..................)

ish
2. She is always here on time. ( punctual)
3. I don’t think he has done any work since he has been here.
re S
bl
(..............)
B
4. She finds it difficult to meet people and talk to strangers.
pu
be T

(................)
K

5. He can work in any department and it doesn’t matter to him if

he is on his own or part of a team. (......................)
©

(punctual, forgetful, flexible, shy, lazy)

Suggested Reading :

Madam Maria Montessori - NCERT publication.

to

******
t
No

13
 POETRY
BEAUTY
- E-Yeh-Shure

Pen name : E-Yeh-Shure (J. E. ±ÀÆgï)

Original name : Louise- Abeita.

ed
Born : Sept-9,1926, New Mexico,U.S.A.
Died : July 21, 2014 at the age of 87.

ish
Nationality : American, Isleta Pueblo.
Occupation: Author, Poet, educator.
re S
Known for : Author of ‘I am a Pueblo

bl Indian girl’
B
Pre-reading:
pu
be T

What is beauty? Try to describe what beauty is, or list some of the
K

things you think are beautiful.

©

Now read the poem.

Beauty is seen
In the sunlight,
The trees, the birds,
Corn growing and people working
to

Or dancing for their harvest.

Beauty is heard
t
No

In the night,
Wind sighing, rain falling,
Or a singer chanting
Anything in earnest.

14
 Beauty is in yourself.
Good deeds, happy thoughts
That repeat themselves
In your dreams,
In your work,
And even in your rest.

ed
*******

ish
Glossary :
re S
harvest : the time of the year when the crops are

bl
B
gathered from farms.
pu
sigh : take a long breath when tired.
be T

earnest : serious and sincere.

K

C1. Answer the following questions. Share your

©

response with others:

1. List out the things where beauty can be seen during
the day.
2. The poet says ‘beauty is heard in the night’. Pick out
to

any two things of beauty from the poem that are seen
at night.
t

3. Read the first and second stanzas of the poem again.

No

Note the following phrases. Corn growing, people

working or dancing, wind sighing, rain falling,
a singer chanting....
These could be written as

15
 .
.
Corn that is growing
People who are working or dancing.
Can you rewrite the other phrases like this? Why do
you think the poet uses the shorter phrases?
4. The poet says ‘Beauty is seen’ and ‘Beauty is heard.’
List out the beautiful things you have seen or heard.

ed
5. The poet says ‘Beauty is in yourself.’ What things

ish
does she mention here? When does she want us to
follow them?
re S
6. Write a paragraph about beauty. You can use your
bl
B
own ideas along with the ideas in the poem. (You
pu
be T

may discuss with your partner.)

K

7. The phrase ‘wind sighing’ is personification. Give two

more examples of personification. You may take the
©

help of your teacher.

******
t to
No

16
 UNIT- 2

KAYAKAVE KAILASA

ILA Your teacher reads a passage. Listen to it. Then answer the
following questions:

ed
1. Where was Bhaskara born?
2. Who was his father?

ish
3. Why do we, Kannadigas, feel proud of Bhaskara?
4. Who taught him Mathematics first?
re S
5. What is Bhaskara’s invention?

bl
B
IRA 1. Look at the pictures of great scientists given below. Iden-
tify them and mention at least one contribution of each of them
pu
be T

in the field of science.

K
t ©
to
No

17
 IRA 2. Match the names of scientists in Column ‘A’ with their
feild of work in Column ‘B’:
‘A’ ‘B’
1. Homi Jehangir Bhabha a. Radioactivity
2. Sir. Isaac Newton b. Steam engine
3. James Watt c. Laws of motion

ed
4. Marie Curie d. Space Science
5. Dr. Vikram Sarabhai e. Plant Science
6. J.C. Bose f. Nuclear Physics

ish
Now read the text silently.
re S
PROSE
bl
B
Sir C.V. Raman
pu
be T

[Sir C.V. Raman was a great scientist. He

K

was awarded the Nobel Prize for his work on

Scattering of Light and his discovery of the Effect
©

of Light Rays [Raman Effect]. The Government

gifted him 25 acres of land to carry out further
research work. Raman Institute was the dreamchild
of Sir C.V. Raman]
1. Sir C.V. Raman was born on November 7, 1888
to

in Trichy. He was the son of Chandrashekara

Iyer and Parvathi Ammal. Chandrashekara
Iyer was a Professor of Physics at Hindu
t

College, Vishakapatna. Raman studied there at the Hindu College

No

High School. He was very much interested in science from his

boyhood days. Even as a boy, he had made the model of a dynamo.
During his school days, he borrowed science books from college
students and read them. Thus, from his early days, he showed
great interest in science. Unfortunately, he used to fall sick every
now and then, and he was not able to attend school regularly.

18
 2. In spite of his poor health, he got I class in his Matriculation
examination when he was only a boy of twelve. He passed the
Intermediate examination from Hindu College, and joined Presidency
College, Madras for his B.A. His relatives wanted him to give up
science and take History and Economics as his special subjects for
B.A. Since Raman had made up his mind to study science, he took
Physics. He passed his B.A. securing the first rank, and a number
of prizes. He passed his M.A. [Physics] in January 1907.

ed
3. After his M.A., Raman wanted to go to the United Kingdom for
higher studies in science. But his health broke down again, and

ish
he could not go. This was the greatest disappointment in his life.
His relatives asked him to give up his study of science, and take
a competitive examination in Calcutta, in History and Economics.
re S
Raman did so, and got along well with his new subjects. He got

bl
the first place in the competitive examinations, and was appointed
B
Deputy Accountant General in 1907, at Calcutta. His relatives
pu
be T

perhaps felt happy to see that Raman had settled down well in life.
But Raman was not happy. How could a scientist like Raman put
K

up with the life of a Deputy Accountant General? He felt like a fish

out of water in his new post. But he still had hopes of becoming a
©

scientist and was waiting for an opportunity.

C1 Answer the following questions and share your responses
with your partner.
1. Who were Raman’s parents?
2. Why was Raman not able to attend school regularly?
to

3. Where did he complete his Intermediate examination?

4. What subjects did his relatives advise him to take for B.A.?
5. Why could not Raman go to the United Kingdom for higher
t
No

studies?
Now read on silently.
4. Even as Deputy Accountant General, Raman mixed with scientists
and took interest in Science. One day, while returning from his
office, he saw a banner outside a building on which was printed
– THE INDIAN ASSOCIATION OF SCIENTISTS. At the sight of
that banner, Raman got off the moving train and went to meet the
scientists who had gathered in that building. Sometime later, when

19
 he was in Rangoon, he learnt that an institution had bought a piece
of modern scientific apparatus. He hurriedly put on his clothes and
went to have a look at it. Such was the interest he had in science.
5. In 1911, Raman was appointed Special Accountant General for
Posts and Telegraphs in Calcutta. But when he was offered the
post of Professor at Calcutta University, he jumped at that offer
and accepted the post gladly. After working at Calcutta University

ed
for fifteen years, he became the Director of the Indian Institute of
Science in Bengaluru. The Raman Research Institute was started in
1948. Raman resigned his post at the Indian Institute of Science and

ish
became the Director of the Research Institute. Here he conducted
his research in Physics until his death.
6. Raman was a great scientist. Throughout his life he was intensely
re S
attached to science. For the sake of science, he gave up the

bl
B
highly paid post of the Special Accountant General and accepted a
Professorship at Calcutta University. He would forget all about food
pu
be T

and rest while he was at work, and his wife had often to tell him that
his breakfast or coffee was getting cold. Like all great scientists,
K

Raman had a lot of curiosity. Earlier in his life, while on a voyage

to Europe, he saw the wonderful blue of the Mediterranean Sea.
©

This led to his work on the Laws of Light Scattering in liquids and
it ended in his discovery of the Raman Effect. He was awarded the
Nobel Prize for this in 1930.
7. Raman was a kind man. He helped people when they were in difficulty.
When he was working as the Deputy Accountant General, a villager
went to him with some badly burnt hundred rupee notes. Any other
to

person, perhaps, would have turned the villager away. But Raman
took pity on the villager, examined the notes himself and allowed the
villager to exchange the burnt notes for new ones. Once, at the Raman
t

Research Institute, a candidate was not given admission as he did

No

not do well in his tests. When his travelling allowance was paid, the
candidate found that he had received more. He returned to the office
to pay back the excess amount. When Raman came to know of this,
he liked the candidate’s honesty and admitted him to the Institute.
The candidate was not able to make out why he was admitted, when
he had not done well in his tests. It seems Raman told the candidate:
“I have admitted you to the Institute because of your character. You
are not very good at Physics, but I can teach you.”

20
 8. During his lifetime, Raman received a number of honours and
medals. In 1929, he was Knighted by King George V and became Sir
C.V.Raman. A number of universities honoured him with Doctorates.
He was a member of many international scientific organizations. In
1954, the Government of India awarded him Bharath Ratna. In 1957,
the Soviet Union honoured him by awarding the International Lenin
Prize.
9. Raman died on November 21, 1970 at the age of 82. In his death

ed
India lost one of her great sons, and the world, a great scientist.
C2 Answer the following questions and share your responses

ish
with your partner.
1. How long did he work at Calcutta University?
re S
2. What made Raman give up the highly paid post of Special

bl
Accountant General?
B
3. How did the Soviet Union honour him?
pu
be T

Glossary :
K

give up : leave; stop; surrender

secure : obtain
©

put up with : bear, tolerate

fish out of water : a person who feels uncomfortable or
awkward because he/she feels he/she
does not belong to the company he/she
is in.
vÀ£Àß ¸Áé¨sÁ«PÀ ªÁvÁªÀgÀt¢AzÀ ºÉÆgÀUÁzÀªÀ£ÀÄ
to

sight : scene
banner : a long piece of cloth with a message on it
that is carried between two poles or hung
t

in public places. £ÁªÀÄ¥sÀ®PÀ

No

put on : wear
curiosity : eagerness
voyage : journey by sea
matriculation : equivalent to today’s I year PUC
(Pre-University course)

21
 Read and Write :
C3 Read the following questions. Before writing the answers
discuss your responses/ideas with others in the group.
1. What makes you think that Raman, even as a boy, had great
interest in Science?
2. Why did Raman’s relatives ask Raman to take up Arts

ed
Subjects? How did Raman react to it?
3. What was Raman’s first disappointment in life?

ish
4. Why was Raman not happy with the post of Deputy
Accountant General?
re S
5. How can you say that Raman had not lost interest in science

bl
B
when he was the Deputy Accountant General?
Vocabulary :
pu
be T

V1 Fill in the blanks with the words opposite in meaning to the

K

words underlined.
e.g. Harish reached the bus station in time but his friend reached
©

______, so, he missed the bus.

Ans. : [late]
1. We should neither borrow nor _______
2. Why do you feel old? Feel _____
3. Don’t stand outside. Come ______
to

4. Are wealthy people really happy or ______ ?

5. Eat less but work _____
t

V2 The pronunciation of the following pairs of words are almost

No

the same but they differ in meaning. Use each word in the
pair in meaningful sentences.
1. break, brake
2. knew, new
3. sight, site
4. some, sum
5. plays, place
22
 e.g. Sachin Tendulkar breaks the previous record.
Let me apply the brake.
V3 Fill in the blanks with suitable phrasal verbs or idioms,
choosing from the ones given in brackets.
[make up, put up with, give up, put on, a fish out of water, make
out, break down]

ed
e.g. He speaks using high sounding words. Really, I can’t
make out anything.

ish
1. We usually ______ cotton clothes during summer.
2. One day, a villager came to me and asked me to read a letter. I
re S
bl
tried my best, but could not ______ what the person had written.
B
3. Great people/persons have an ocean of patience. They have
pu
be T

learnt to ____ difficulties.

4. Raju’s health used to ____ now and then. So, he had to ______
K

the highly paid post of Accountant in an office. At first he felt

©

like ______
5. People should ________ their mind to fight against corruption.
V4 Make compound words with the words given in Columns
‘A’ and ‘B’ and use the same in meaningful sentences of
your own.
to

‘A’ ‘B’
1. boy a. class
2. time b. post
t

3. first c. mate
No

4. road d. table
5. speed e. map
6. class f. fast
g. hood
e.g. roadmap : Before you visit a country abroad, have a look at
the roadmap.

23
 V5 Which words/phrases in the text mean more or less the same
as the following? Paragraph numbers are given in brackets.

e.g. 1.boyhood [P1] early days

2.uncomfortable [P3] ________
3.chance [P3] ________
4.happily [P5] ________

ed
5.not remember [P6] ________
6.morning food [P6] ________
7.money permitted to be

ish
drawn for expenses [P7] ________
8. sympathy [P7] ________
re S
V6 Give the negative forms of the underlined words using a

bl
prefix like in-, un-, dis-, im-.
B
e.g. a popular poem an unpopular poem
pu
be T

1. an interesting story ________________

K

2. a fortunate thing ________________

3. a correct answer ________________
©

4. a pure heart _________________

5. a happy day _________________
6. an honest person _________________
V7 Fill in the blanks with the noun forms of the underlined words.
to

e.g. 1. The teacher dictates notes.

The teacher gave us dictation.
2. Admit Suresh to VIII standard.
t
No

Let Suresh get _______ to VIII standard.

3. Literates should educate villagers.
Literates should give _______ to villagers.
4. Appoint him.
Give him an________
5. Have you decided where to go?
Have you taken the ________ where to go?

24
 V8 Fill in the blanks with the appropriate forms of the words
given in brackets.
e.g. Please give your _______ [accept] within a week.
Please give your acceptance within a week.
1. The speaker accepted the ________ [resign] of the legislator.

ed
2. We should not have too much _____ [attach] to anything.
3. The ______ [discover] of the sea route to India was made by
Vasco-da-Gama.

ish
4. The teacher admired the _______ [honest] of Manjula.
re S
5. Have a ______ [science] outlook.

bl
B
6. Please don’t cause _______ [inconvenient] to travellers.
7. Make _______ [meaning] sentences.
pu
be T

8. Why are you afraid of the __________ [examine]?

K

9. Chemistry is an ________ [interest] subject.

©

A. Listen and Speak - Vowels / e / and / æ /

Task 1. Your teacher will say these words aloud. Listen and
repeat.
bed bad
said sad
to

set sat
met mat
pen pan
t
No

What difference in sounds did you hear?

Yes. The first word in each pair has a vowel sound/e/ and the second
word in the pair has a vowel sound /æ/.

25
 Task 2. Your teacher will say and write the following words. Identify the
vowel sounds in them and write them in the appropriate column.
flee, catch, tense, spin, sleep, fan, left,
mad, scratch, bid, speed, mean, span, dream,
sent, please, trim, hid, hatch, split, fresh,

ed
den, sea, drench, free, mint, sketch, click,

ish
/i:/ /ɪ/ /æ/ /e/

e.g. : please bid hatch drench

re S
bl
B
B. Spoken English
pu
be T

Situation:1
K

(Two passengers in an airport)

©

Man : It’s hot, isn’t it?

Women : Yes, it is very hot.
Man : Would you like a drink?
Women : Yes, please.
Man : What would you like?
Women : Let’s have apple juice, shall we?
to

Note: A conversation usually starts with self-introduction. In some

cases, it begins with comment on the weather.
t
No

Question tags like’isn’t it’? ‘aren’t you’? are usually used in

conversation.
Question tags are not questions, but expect agreement of the
listener with what is said by the speaker.
Situation : 2
(Two friends Raj and Lathif meet by chance. Fill in the blanks.)

26
 Raj : Oh, what a surprise Lathif : Yes I am.
You’re ......., But how come
.......? you’re here?
Raj : Lathif, I have come Lathif : Ah, you’re a
on some official work business man.
here. You have set up a
shop .......?

ed
Raj : Yes, I have. Well, Lathif : By all means.
let’s have coffee, After that we can
........, ........? talk a lot, ........?

ish
C. Reading
re S
Reading Maps :

bl
B
Task . Look at the map of Srilanka which shows the distribution
pu
of Tamilians living there.
be TK

W E
to

S
t
No

Over 50% Tamilians.

20-50% Tamilians.

27
 Read the map and the information given carefully. Based on
them, say whether the following statements are true or false.
Write ‘T’ for true and ‘F’ for false in the boxes accordingly.

1. Tamilians are over 50% in the northernmost part of

Srilanka.

ed
2. In Batticola the Tamilians are less than 50%.
3. The east coast of Sri Lanka has more Tamilians than its west

ish
coast.
4. More than 50% of the people in Colombo are Tamilians.
re S
bl
5. Only Sinhalese live in Jafna.
B
6. The central part of Srilanka is dense with Tamilians.
pu
be T

7. Kandy does not have any sea coast.

K

D. Grammar
©

Simple Present Form

Task 1.
Use ‘walk’ or ‘walks’ in sentences beginning with the
following subjects :
e.g. My mother walks early in the morning.
to

My father
You
t

John
No

Children
Your sister
Twenty boys
His brother

28
 Task 2. Match the words in column ‘A’ with the words in
column ‘B’. Using the appropriate form of verbs, frame
sentences. One example is given.
Note: The verbs are given in brackets.

e.g., Vendors sell things on the streets.

‘A’ ‘B’

ed
A ship sweets

ish
The doctor downwards
A dog in the sky
re S
Birds at 9.00 in the morning

bl
B
Vendors the ball
pu
Children a cat
be T

A carpenter on water
K

Water things on the street

©

Our school tools from wood

The goal keeper the patient
(like, chase, begin, sail, stop, treat, make, sell, fly, flow)
The Present Continuous or The Present Progressive Form.
to

Task 3. Look at these pictures. Write what they are doing.

t
No

a boy - running (field)

a student - reading (a book)
a girl - eating (a fruit)
a mother - lighting the lamp
29
 a farmer - carrying a bundle.
eg. Picture 1. A mother is lighting the lamp.
E. Writing
Framing sentences
Task 1. Frame appropriate phrases with the words from
the table given below. Also, build a context /

ed
sentence using the phrase.
A B C

ish
faith to science
interest for money
re S
sympathy in dancing

bl
slave the poor
B
passion you
pu
be T

memory
K

e.g. Phrase - Slave to money.

Context : Pradeep is a slave to money.
©

He has become inhuman.

Task 2. Rearrange the words into meaningful sentences.
1) from / learn / a little / I/ incident/every.
2) youngster/ a/ of the two/ the bigger/ sturdy/ was.
to

3) no shoes/ they/and/ wore/muddy/ their/were/ feet.

4) Mahatma Gandhiji/ weapon/ his/non violence/
adopted /as.
t
No

5) subject/ deeply/ that/ I/ the/ thought/ evening/ on.

e.g., 1. I learn a little from every incident.

Suggested Reading :
Discoveries and Inventions that Changed our World
Editor : Pete Moore
Publishers : Apple.
30
 POETRY
THE LITTLE BUSY BEE
- Issac Watts
[Issac Watts was born on July 17, 1674 and
died on November 25, 1748. He had mastered
Latin, Greek, Hebrew and French. The first

ed
hymn book composed by him for children was
Horae Lyricae. His popular hymns are “O God,
Our Help in Ages Past”, “The Psalms of David”,

ish
and “Jesus Shall Reign”.
The bee is always busy. It builds the hive
re S
very skillfully and stores sweet honey in it. Like

bl
the bee, we too must be busy and always do
B
useful work.]
pu
be T

IRA Read the following Paragraph :

Sir M.Visveswaraya
K

Sir M.Visveswaraya was the Dewan of Mysuru

©

State. As a student, he earned money by giving

tuition to students and paid his school fees. He
made a name as Chief Engineer and later as Dewan
of Mysuru. He was always busy in some useful
work or the other. He used to work for more than
ten hours. He was punctual, selfdisciplined and
straightforward. He lived for 101 years. He was
to

awarded the highest honour Bharat Ratna.

t
No

Answer the following questions:

1. What time do you get up in the morning?
2. Do you play or study in the morning?
3. Are you entirely dependent on your parents for books and paying
fees? If not, how do you earn money?
4. How long do you study everyday usually?

31
 5. Do you go to school in time?
6. Suppose your teacher is on leave and no other teacher takes
your class, how do you spend that time?
7. You have read the passage. What do you learn from the life
of Sir M.Visveswaraya?
Now, read the Poem :

ed
How doth the little busy bee
Improve each shining hour;

ish
And gather honey all the day
From every opening flower! 4
re S
How skillfully she builds her cell!

bl
B
How neatly she spreads her wax,
And labours hard to store it well
pu
be T

With the sweet food she makes! 8

K

In work of labour or of skill

I would be busy too;
©

For satan finds some mischief still

For idle hands to do. 12

In books or work or healthful play,

Let my first years be passed,
That I may give for every day,
to

Some good account at last. 16

Glossary :
1. doth : old form of “does”
t
No

2. improve : make good use of

3. shining : bright
4. gather : collect
5. skillful : clever
6. cell : a small compartment in the hive
7. Satan : evil spirit or King of devils
8. mischief : injury or damage
9. idle : doing nothing
32
 10. first years : early years/boyhood
11. give account : say what you have done
12. at last : at the end of life
C1 Answer the following questions. Share your responses with
others.
1. Who is the poet speaking about?
2. Why does the bee sit on the flower?

ed
3. How does the bee build her cell?
4. ‘I would be busy too’. Who does ‘I’ refer to?

ish
5. What does ‘sweet food’ mean in the context?
6. Who does Satan manage to work through?
re S
C2 Pick out the best alternative for each of the following

bl
B
statements.
pu
1. People like the bee because:
be T

a. it is clever
K

b. it sits on the opening flower

c. it works hard
©

d. they get honey from it.

2. And labours hard to store it well.
Here ‘it’ refers to
a. the bee
b. the honey
to

c. the wax
d. the flower
Read and Write:
t

C3 Read and discuss your responses with your partner. Then

No

write.
1. Why does the poet call the bee busy?
2. “Let my first years be passed.”
a] What does ‘first years’ refer to?
b] How does the poet want to spend his first years?
c] Why does he want to do so?

33
 3. How can you say that the bee is intelligent and clever?
4. What is admirable about the work of the bee?
5. Why does the poet want us to be like the bee?
6. Why should we not keep ourselves idle? What will happen if we
are idle?
7. What is the message of the poem?
8. Which lines do you like the best in the poem?

ed
Give reasons for your choice.
9. Pick out the rhyming words in the poem and add more words
to each of the rhyming pair.

ish
e.g. play….. day …… may
Extended Activity :
re S
bl
1. Draw a picture of a bee and its hive.
B
2. Collect information about how honey is taken out from the cell.
pu
be T

Additional Reading:
K

Read the following poem and try to understand the message.

The Noble Nature
©

It is not growing like a tree

In bulk, doth make man better be;
Or standing like an oak, three hundred year,
To fall a log at last, dry, bald and sere:
A lily of a day
Is fairer far in May
to

Although it fall and die that night:

It was the plant and flower of light.
t

In small proportions we just beauties see;

No

And in small measures life may perfect be

• Ben Jonson
Suggested Reading :
“Leave this Chanting and Singing” - Rabindranath Tagore

******

34
 UNIT-3
UNIVERSAL BROTHERHOOD

ILA Your teacher reads a passage. Listen to it. Then answer the
question.

ed
Why do you think Gandhiji was pulled out of the train?
Have a discussion in the class.

ish
IRA Look at the map and the information. Then, answer the
questions given below.
re S
bl
B
pu
be TK
t ©
to
No

35
 Area 10,957 sq km/4,230 sq ml
Capital Kingston
Major towns/cities Montero Bay, Spanish town, St.
Andrew, Portmore
Physical features Mountains tropical island : Blue

ed
Mountains (so called because of the haze over them)
Head of state Elizabeth II from 1962, represented by

ish
Governor General Howard Felix Hanlan Cooke from 1991

Political system Constitutional Monarchy

re S
bl
Administrative divisions 14 parishes
B
Political parties Jamaica Labour Party (JLP),
pu
be T

Moderate, Centrist: People`s National Party (PNP), Left

K

of Centre, National Democratic Movement (NDM), Centrist

©

Population 2,447,000 (1995 est)

Population growth rate 0.7% (1990-95) ; 1.0%
(2000-05)
Ethnic distribution Nearly 80% of African descent;
About 15% of mixed African-European origin. There
to

are also Chinese, Indian, and European minorities

Life expectancy 71 (men), 76 (women)
t

Literacy rate Men 98%, women 99%

No

Language English, Jamaican creole

Religions Protestant 70% , Rastafarian
Currency Jamaican dollar
GDP (US$) 3.91 billion (1994)
Growth rate 0.8% (1994)

36
 Exports Sugar, bananas, bauxite, rum, cocoa,
coconuts, liqueurs, cigars, citrus, alumina, gypsum.
Tourism is important.

HISTORY

AD 900 Settled by Arawak Indians, who gave the

ed
island the name Jamaica (‘well watered’).

ish
1494 The explorer Christopher Columbus reached Jamaica.
1509 Occupied by Spanish; much of the Arawak.
re S
community died from exposure to European diseases;

bl
B
Black African slaves were brought in to work on the sugar
pu
be T

plantations.
1655 Captured by Britain and became its most valuable
K

Caribbean colony.
©

1838 Slavery abolished.

1870 Banana plantations established as sugar-cane
industry declined in the face of competition from
European beet sugar.
to

1938. Serious riots during the economic depression

and as a sign of growing political awareness, the
t

People’s National Party (PNP) was formed by Norman

No

Manley.
1944 First Constitution adopted.
1958-62 Part of West Indies Federation.
1959 Internal self-government granted.
1962 Independence achieved within

37
 the Commonwealth, with Alexander Bustamante of the
centre-right Jamaica Labour Party (JLP) as the Prime Minister.

1967 JLP re-elected under Hugh Shearer.

1972 Michael Manley of the PNP became Prime Minister
and pursued a policy of economic self-reliance.

ed
1980 JLP elected, with Edward Seaga as
Prime Minister, following violent eletion campaign.

ish
1981 Diplomatic links with Cuba severed; free-market
re S
economic programme pursued.

bl
1983 JLP won all 60seats in the general election.
B
1988 island badly damaged by Hurricane Gillbert.
pu
be T

1989 PNP won a landslide victory with a newly moderate Manley

K

returning as Prime Minister.

©

1992 Manley retired ; succeeded by Percival Patterson.

e.g. Which is the capital of Jamaica?

The capital of Jamaica is Kingston.

1. What is the area of Jamaica?

to

2. Which are the major towns and cities in Jamaica?

t

3. Name at least two political parties of Jamaica.

No

4. What is the population of Jamaica?

5. When was slavery abolished in Jamaica?

Now read the text silently.

38
 PROSE
JAMAICAN FRAGMENT
- A.L. Hendricks
[A.L.Hendricks is a prolific writer. Some of his
short stories appeared in the issues of the
magazine “Focus”. He is a West Indian writer,

ed
and his writings carry the flavour inherent in
the Caribbean literature. The story “Jamaican

ish
Fragment” brings out the prejudice that almost
every person suffers from when it comes to the
denominational issues like colour, caste and
re S
class.]

bl
B
1. Everyday I walk a half-mile from my home to the rail track lines in
pu
be T

the morning, and from the lines to my home in the evening. The
walk is pleasant. You can see on either side red and green-roofed
K

bungalows, green lawns and gardens. The exercise is good for me. And
now and then, I learn something from a little incident.
©

2. One morning, about halfway between my front gate and the rail track,
I noticed two boys playing in the garden of the more modest cottages.
They were both very little boys, one was four years old perhaps, the
other five. The bigger of the two was a sturdy youngster, very dark,
with a mat of coarse hair on his head and coal-black eyes. He was
to

definitely a little Jamaican – strong little Jamaican. The other little

fellow was smaller, but also sturdy.
He was white, with hazel eyes and light brown hair. Both were
t
No

dressed in blue shirts and khaki pants. They wore no shoes and
their feet were muddy. They were not conscious of my standing
there, watching them: they played on. The game, if it could be called
a game, was not elaborate. The little white boy walked majestically
up and down, and every now and then shouted in a commanding
tone at his bigger playmate. The little brown boy dragged on quietly
behind him and did what he was told.

39
 3. ‘Pick up that stick!’ The dark boy picked it up. ‘Jump into the
flowers!’ The dark boy jumped. ‘Get me some water!’ The dark boy
ran inside. The white boy sat down on the lawn.
4. I was amazed. Here before my eyes, a white baby, for they were
little more than babies, was imposing his will upon a little black
boy. And the little black boy submitted. I puzzled within myself

ed
as I went down the road. “Could it be that the little boy a son of a
house servant?” I asked myself. No. They were obviously dressed
alike, the little dark boy was a neighbour’s child. I was sure of that.

ish
Then how was it that he obeyed so faithfully the white boy’s orders?
5. Was it that even as a boy he sensed that in his own country he would
re S
bl
be at the white man’s beck and call? Could he make a difference
B
between himself and the white boy? And could he think that he
pu
be T

was going to boss over the black man? I could find no answer.
I could not bring myself to believe such a thing, and with my own
K

eyes I had seen a little dark boy take orders from a little white boy,
©

obviously his social equal, and younger and smaller. Were we, as a
race, really inferior? So inferior that even in our infancy we realized
our deficiencies and accepted a position as the white man’s servant?
6. For a whole day I went on asking these questions to myself. For a
whole day my faith in my people was shaken. When I passed by
the afternoon, the little boys were not there. That evening I thought
to

deeply on the subject.

C1 Answer the following questions and share your responses with
t

your partner.
No

1. Why was the morning walk pleasant to Mr. A.L. Hendricks?

2. “The exercise is good for me,” says the narrator. What was
that exercise?
3. What did the narrator notice one morning?
4. How did the smaller boy behave while playing with the bigger
boy?

40
 Now read on silently.
7. The next morning the boys were there again, and a man was standing
at the gate watching them. I stopped and looked, just to see what
the white boy was making his little servant do. To my surprise, now,
the dark boy was commanding, while the little white youngster did
everything. The little dark boy was striding imperiously up and down
the lawn, while the white youngster walked abjectly behind him.

ed
8. ‘Get me a banana!’ The little boy ran into the house and reappeared
shortly with a banana. ‘Peel it for me!’, the little white boy peeled
the banana and handed it to his dark master.

ish
9. I saw it now. It indeed was a game, a game I had played as a
child. Each boy took it in turn every alternate day to be the boss,
the other, the slave. It had been great fun to me as a youngster.
re S
I smiled as I remembered. I looked at the man standing by the gate.

bl
B
He was a white man. I remembered what I had thought yesterday.
He, no doubt, I thought to myself, was wondering if the black race
pu
be T

is superior to the white. I laughed gently to myself. How silly we

grown-ups are to misinterpret a child’s action? This man, I said to
K

myself, will be worrying all day. Perhaps he thinks the blacks will
in the end rule over the whites. Now I will try to clarify and drive
©

away all the doubts from his mind.

10. “Perhaps you are thinking that one day or the other, the blacks will
rule over the whites. I know you do so, for you just saw how the
black commanded the white. But gentleman, don’t have any such
wrong notions, for, that’s only a game. Just yesterday I saw the little
white boy commanding the black boy. Only grown ups are silly,
aren’t we?” said I.
to

11. The man was surprised at

my outburst. He looked at
me smiling.
t
No

12. ‘ I k n o w a l l a b o u t t h e
game,’ he said. ‘The boys
are brothers, my sons’. He
pointed to the fair brown
woman on the verandah
who had just come out to
call in the children. ‘That’s
my wife’ he said.

41
 13. I smiled. My spirit laughed within me. This is Jamaica, I said to my
heart “This is my country – my people”. I looked at the white man.
He smiled at me. “We’ll miss the train if we don’t hurry,” he said.

C2 Answer the following questions and share your responses

with your partner.
1. What sight surprised the narrator the next day?

ed
2. What were the two commands given by the black boy to the
white boy?

ish
3. Why was the white man surprised at the narrator’s outburst?
4. Why do you think the narrator smiled at the end?
re S
bl
Glossary :
B
incident : something that happens
pu
be T

noticed : saw, observed

K

modest : not expensive

sturdy : strong and firm
©

hazel eyes : reddish brown eyes

conscious : able to see, hear and feel
elaborate : long
majestic : impressive
to

commanding : ordering
amaze : to surprise somebody very much
t

impose : to officially force a rule

No

submit : to accept the authority of somebody

obvious : easily seen or understood clearly
infancy : the time when one is a baby or very young
deficiency : the state of not having enough
stride : to walk with long steps
imperious : expecting unquestioning obedience

42
 abjectly : desperately, here - obediently
misinterpret : understand something wrongly
notion : idea
outburst : a sudden powerful expression of
feeling
spirit : the life force

ed
peel : take out the skin
now and then : sometimes, not very often
up and down : in one direction and then in the opposite

ish
direction
at one’s beck : be ready to do what someone asks
re S
and call to do

bl
B
C3 Some statements are given below. Some are true and some
pu
be T

are false. Write ‘T’ or ‘F’ in the box provided against each
K

sentence accordingly.
1. The bigger boy was black. [ ]
©

2. The black boy ordered the white boy to pick up that stick. [ ]
3. The white boy sat down on the lawn. [ ]
4. The two boys were not dressed alike. [ ]
5. The little boys were playing when the narrator passed by in the
afternoon. [ ]
to

6. The next day, a man was playing with the boys. [ ]

7. The game that the two boys played was the same game the
t

author had played during his childhood. [ ]

No

8. “I know what you are thinking,” said the man standing at

the gate to the narrator. [ ]
9. The father of the boys was white and mother brown. [ ]
10. 92% of Jamaica is inhabited by the blacks. [ ]

43
 C4 For each of the statements four alternatives are given as
the answers. Choose the best alternative.
1. The two boys in the story are
a] good friends b] brothers
c] neighbours d] classmates
2. The commands that the white boy gave to the black

ed
boy were
a] five in number b] four in number

ish
c] three in number d] two in number
3. The black boy had a mat of coarse hair on his head. Coarse
re S
means

bl
B
a] rough b] beautiful
pu
be T

c] nice d] long
4. “Only we grown-ups are silly,” The question tag to this
K

statement is
©

a] aren’t we? b] isn’t it?

c] are we? d] is it?
5. The white boy had hazel eyes. ‘hazel’ means
a] reddish brown b] pale brown
c] yellowish brown d] bluish brown.
to

Read and Write :

C5 Read and discuss your responses with your partner. Then
t

write.
No

1. What similarities and differences can you make out between

the two boys?
2. What three commands did the big boy give the small boy?
3. The author could find no answer to some questions. Which
are those questions? [See paragraph 5]
4. Why was the narrator surprised the next morning?

44
 5. How did the two boys behave while playing?
6. What made the narrator think that the black boy could be
the son of a servant or a class mate of the white boy?
7. What were the two points that the narrator wanted to clarify
to the white man?
8. The two boys, though brothers, differed in their colour. What

ed
might be the reason?
9. If you were the white man, how would you react to the narrator’s
comment?

ish
Vocabulary :
V1 Column ‘A’ has the names of countries. Choose the
re S
correct nationality from the list given below and write in column

bl
B
‘B’.
pu
e.g. America - American
be T

‘A’ ‘B’
K

Portugal _____________
©

Britain _____________
France _____________
Thailand _____________
Sweden _____________
to

Holland _____________
Switzerland _____________
t

Greece _____________
No

Israel _____________
Nepal _____________
Dutch, Swiss, Greek, Israelite, British, French, Thai, Portuguese,
Swedish, Nepalese.

45
 V2 Guess and write the meanings of the words underlined in the
table given below.
1. The stipulated period of twelve years was coming to a close.
2. How can I perform the fire sacrifice?
3. Pandavas wanted to quench their thirst. They went in search of
water.

ed
4. After seeing all his brothers lying dead, Yudhisthira was
drowned in sorrow.

ish
5. Yaksha was pleased with the answers given by Yudhisthira.

‘A’ ‘B’
re S
bl stipulated ____________
B
perform ____________
pu
be T

quench ____________
K

drowned ____________
pleased ____________
©

Now check the meanings you have written with the help of a
dictionary.
V3 Read the following conversation and use the appropriate word
from the ones given in brackets.
Patient : Doctor, the wound in my ______ pains me a lot
to

[heel, heal]

Doctor : Don’t worry, it will ______ up after treatment
t
No

[heel, heal]
You are diabetic and ________, so it may take one
______ [weak, week]
Patient : Excuse me, a word with you doctor. I don’t know
whether it is ____ to ask you this question.
[fair, fare]

46
 Doctor : Oh! Don’t worry. Tell me what it is.
Patient : I have no money to pay the bus _____ [fair, fare]
I’m sorry doctor. I forgot to tell you that.
_____ week I ____ your prescription [last, lost]
Doctor : OK. No problem. I’ll give you both.

ed
V4 Fill in the blanks with words that have similar pronunciation
as the words underlined.

ish
1. Papanna and Somanna are good friends. The former is a _______
and the latter is a businessman.
re S
bl
2. The thief wanted to steal. But the doors were locked. He broke
B
open the lock with a ______ rod.
pu
be T

3. “Come here,” said the teacher. But the student did not ____
4. “Mandanna, your answer is quite right. But, for a moment will
K

you keep ______?”

©

5. Rashmi gave birth to a male child in Bengaluru. Her husband

who was in Mysuru came to Bengaluru by the ____ train.
V5 We can form opposites by adding prefixes to words:
e.g. Important X Unimportant
Similarly, add prefixes to the underlined words to get their
to

opposites.
1. Sunitha is regular to the class, but Sushma is _______
t

2. Rama Murthy’s answer is correct, but Narayan’s is _____

No

3. Sita’s way of expressing facts is proper, but Lakshmi’s is

___________
4. All should respect the National Flag. No one should __________
it.
5. The competition was very tough. It was Rahul’s fortune that he
won, but it was Sanjay’s _______ that he lost.

47
 A. Listen and speak
Vowel/a:/

You have learnt to identify the four vowels, namely /i:/ as in

dream, /I/ as in sit, /æ/as in match, and \e\ as in net.

Let us try to listen, identify and speak words with another vowel
sound.

ed
Task 1. Teacher says these words. Listen and repeat.

ish
part, mask, fast, shark, heart

hard, past, art, smart, bark

re S
bl
Can you identify the common sound in all of these words? Yes, it
B
is/a:/
pu
be T

Task 2. Teacher says these sentences and writes them on the

board. Listen, and write them in your book and underline the
K

words that have /a:/ sound.

©

He is my father. He works in an art gallery. His master is an

old man, past seventy. All the workers there are smart and
sincere.
Consult a good dictionary to help you identify the sound.

Note: The word ‘all’ does not have the vowel sound/a:/
to

B. Spoken English

Situation-1
t

(Imagine the speaker in the story ‘Jamaican Fragment’ would like

No

to talk to the father of the kids. Both of them have been given some
names, not the real ones.)

Peter : Excuse me, I’m Peter. I’d been watching their games.
Hope I’m not bothering you too much.

Father : Oh, never, please do come inside. I’m Mark Berger,

Mark for short.

48
 Peter : Very glad to meet you, Mr. Berger.

Mark : This is Anna, my wife.

Peter : Good morning Ms. Anna.

Anna : Very good morning. What would you like to have, Mr.
Peter? Coffee or tea?

ed
Peter : Thanks, I’ve just had tea. I’d like to speak to your kids.

Anna : (to children) Come here lads (they come). This is John,

ish
and that is Klaudus.

Peter : (shaking hands with them), I’m Peter. I saw your games.
re S
Wonderful, weren’t they?

bl
B
...............................................................................
pu
be T

...............................................................................
K

Situation-2
©

(A seminar hall. Two executives introduce themselves to each other.)

Sharma : Hello, may I introduce myself?

I’m Sharma. I work for Bhaskar International.

Rajani : Hello, I don’t think we’ve met before. My name is Rajani.

to

I work for Chaya Pharmaceuticals.

Sharma : How do you do Ms. Rajani?
t

Rajani : Fine, how do you do?

No

Note: Introducing oneself may begin with

- Good morning. I am.............
Excuse me. My name is..........
Introducing others may begin with
- This is Mr/Ms............

49
 - Do you know....................?
- Please meet Mr/Mrs..............
- Please meet my sister...........
- Let me introduce..............
Task: Practise the above situations with your partners.

ed
C. Reading
Skimming

ish
Note : Skimming is a reading skill. We skim through to get an
overall view of the passage, that is, global comprehension. We
re S
usually read fast to skim and note down the important points,

bl
B
mentally or on a piece of paper.
pu
Task : Different texts are given below. Read them as fast as you
be T

can. Then, answer the question given below them.

K

Text A: Above the quiet dock in midnight

©

Tangled in the tall mast’s corded height

Hangs the moon. What seemed so far away
Is but a child’s balloon, forgotten after play.

-T.E. Hulme
to

Text B: INDIA 330 FOR 5 WICKETS

V. Shewag C & B Murali 31
t

R. Dravid batting 102*

No

S. Tendulkar C Sangakkara B Vas 75

VVS Laxman C & B Murali 05
M. Dhoni C Sangakkara B Murali 103
S. Raina C Jayasurya B Vass 14
Zaheer Khan batting 00

50
 Text C: November 26 : I woke up at 5-30. Read few pages .........
lost interest..........spent time making paper boats. Mom was angry........
nowadays she has become irritating.......... feel sorry for her. Whole
day I spent playing cricket........... went to bed early.

Text D: Once upon a time there lived a lion in the forest. It was
ferocious. It killed many animals..........

ed
Text E: South Eastern Railway - Davangere

ish
Train No Arrival Departure
865 from at from at
re S
Bengaluru 6.00 Miraj 6.05
1022
bl Mysuru 6.30 Dharwad 6.35
B
606 Arasikere 13.30 Harihara 13.35
pu
be T

Bengaluru 17.00 Hubblli 17.05

701
K

Text F : Biological pest control uses a natural enemy of the pest to

©

keep its members down. A good example occurred in Australia in the

1920’s and 1930’s.

Text G: Ram : Hello Shyam! How are you?

Shyam: I am fine, thanks, what a pleasant surprise!

to

Ram: It’s a long time since we met.

Text H: Express News Service Gulbarga : October 29, “HRD

t
No

Ministry will consult all states to frame a common curriculum for

high school and plus 2 students, so that they can take any course
after the 12th std.” said Union Human Resource Development
Minister Kapil Sibal.

Question : Now match the topics with the texts. Two examples
are given.

51
 e.g.,

Topics Texts
1 an entry in a diary C

2 a poem

3 a paragraph from a story

ed
4 a piece of conversation

ish
5 a news report

6 railway timetable E
re S
bl 7 a paragraph from an essay
B
8 scoreboard
pu
be T

D. Grammar
K

The Past Tense

©

Sheela narrates a scene of action to her mother after reaching

home.

Sheela : Mom, you see it all happened very quickly. The car came
straight on the wrong side in front of the school. It rammed into the
back of the school van. The van driver didn’t have any chance to avoid
to

it. It was the car driver’s fault.

Task 1: Study the words underlined above. They are in the past form.
They can be changed from past to present. One example is given.
t
No

Write the others.

eg. past form present form

1. happened happen

52
 Task 2 : Fill in the blanks with the Past Tense form of the verbs
choosing from the ones given in brackets.

(think, take, be, return, inspire)

Gandhiji ____to India in 1914. The great World War II had just
begun. There_______ wide spread agitations for freedom all over
the country. Most of the leaders _______ it the right time to strike.

ed
Gandhiji’s presence ________ them a lot. So the freedom struggle ____
a definite shape in that year.

ish
Use of the perfect form of the verb :

Task 1. Read the following sentences. Compare the sentence

re S
in the box with the sentences in the bubbles. Find out the

bl
difference. Underline the different parts.
B
pu
be TK

She has He has

heard this
©

heard this
story. story.
You have
heard this
story.
They have I have
heard this heard this
to

story. story.

Now frame similar sentences using the sentence in the box

t

below.
No

He
She
........
........
I have bought a
geometry box
You I
........ ........

53
 The Past Perfect:

Task. Fill in the blanks with the appropriate forms of the verbs
given in brackets. Follow the example.

e.g., I reached the bus station after the bus ......(leave)

ed
I reached the bus station after the bus had left.

ish
Note: One action, that is, bus leaving occurred before another
action, that is, my reaching the bus station.
re S
bl
Follow the example to complete the exercise given below.
B
pu
1. The doctor arrived after the patient......... (die)
be TK

2. When the guest came to the school, the programme..........

(already begin)
©

3. After he ..........(walk) 5 kms, he complained of a sore foot.

4. My friend came to meet me yesterday, but I ....... (go) to

Shivamogga, so we could not meet.
to

5. When the officials came out of the office, the rain ........
(not stop yet).
t
No

54
 E.Writing

Task 1. Match the traffic signs in column B with the

rules in column A.

A B

ed
1. Speed Limit. ( )

ish
2. No Parking Area. ( )
re S
bl
B
pu
be T

3. Bullock carts Prohibited. ( )

K
©

4. U turn Prohibited. ( )

5. Horn prohibited. ( )
to
t
No

55
 Task 2. Look at the following advertisement carefully and
answer the questions below.

Get a T. Shirt worth

Rs. 200.00 Free

on a purchase worth

ed
Rs. 1000.

The offer is

ish
From 1st to 15th October 2016
re S
Choose from a wide variety

bl
B
of shirts, trousers, jackets, jeans.
pu
be T

We have everything you want. Hurry!

K

MEGA GARMENTS
©

Opp. Cake Cafe, M.G. Road, Raichur.

a) Write the name of the dealing company.

b) What is the free offer?

c) Write the names of dresses on sale.

to

d) How does the dealer try to attract customers with this

(advertisement)? Mention one point.
t

Now try to write an advertisement on any item of your choice.

No

Suggested Reading :
1. The Thakur’s Well – Premchand
[Translated from Hindi]

******

56
 POETRY
NO MEN ARE FOREIGN
- James Kirkup

IRA. Look at the

ed
photograph. Do
you think it is
a scene from a

ish
real war? Or is it
just a picture to
teach us some-
re S
thing? Discuss.

bl
B
And then, read
the poem.
pu
be TK
©

[James Kirkup [23 April 1918 – 10 May

2009] was a prolific English poet, translator
and a travel writer. He wrote over 30 books,
including autobiographies, novels and
plays. He started writing simple verses and
rhymes from the age of six. ‘Marsden Boy’
[2008] a poem, and ‘Play strindberg’ a play,
to

are his contributions. He was honoured by

many countries.
James Kirkup
In this poem, the poet gives us a
t
No

message about universal brotherhood]

Now Read the Poem :

Remember, no men are strange, no countries foreign

Beneath all uniforms, a single body breathes
Like ours; the land our brothers walk upon
Is earth like this, in which we all shall lie. 4

57
 They, too, aware of sun and air and water,
Are fed by peaceful harvests, by war’s long winter starv’d,
Their hands are ours, and in their lines we read
A labour not different from our own. 8

Remember, they have eyes like ours that wake

Or sleep, and strength that can be won

ed
By love. In every land is common life
That all can recognize and understand. 12

ish
Let us remember, whenever we are told
To hate our brothers, it is ourselves
re S
That we shall dispossess, betray, condemn.

bl
Remember, we who take arms against each other 16
B
It is the human earth that we defile.
pu
be T

Our hells of fire and dust outrage the innocence

Of air that is everywhere our own.
K

Remember, no men are foreign, and no countries strange. 2 0

©

Glossary :
beneath all uniforms : all are one though appearances
a single body breathes are different.
peaceful harvests : to live with no hatred
strength that can be
to

won by love : only love can win strength, not

another form of strength.
our hells of fire and dust : reference to evil effects of war
t
No

uniforms : note that the poet has soldiers

in his mind.
dispossess : to disown
betray : to be disloyal
condemn : to express a strong disapproval
of some work
arms : fire arms

58
 defile : make something impure
outrage : a very wrong or cruel act
starved : to go without food
long winter : winter which lasts for a long time;
here it suggests hardship and
suffering

ed
C1 Answer the following questions and share your responses with
your partner :

ish
1. What does the poet remind us of in the first line of the poem?
2. What, according to the poet, are we doing when we hate
re S
others?

bl
B
3. What are the two bad effects of war? Read lines 16 to 19 and
answer.
pu
be T

Read and Write :

K

C2 Read and discuss your responses with your partner. Then write.
©

1. How do you think we are all treated alike by nature?

2. Read the third stanza carefully. What message does the poet
want to convey to us?
3. Do you agree with the poet that we should wage no war? How
do you justify that?
to

4. Some are of the opinion that the poet might have written this
poem after witnessing the bad effects of the Second World War.
Mention some of the lines in the poem to support that opinion.
t
No

5. Briefly describe how a war spoils everything.

Suggested Reading : My Greatest Olympic Prize - Jesse Owens

*****

59
 UNIT-4
CHILDREN ARE Angels

ILA Your teacher reads a passage. Listen to it. Then answer the
following questions.

ed
1. Where was the girl at the beginning of the story?
2. Why did the girl not want to go home?

ish
3. What did the grandmother do to the child?
4. What could the passersby see after the incident?
re S
Now read the text silently.

bl
B
PROSE
pu
be T

THE BOY WHO ASKED FOR MORE

K

- Charles Dickens
©

[Charles Dickens [1812-1870], the greatest

Victorian novelist is known for his attacks on
social evils like child labour and institutional
cruelty. His most popular works are ‘David
Copperfield’, ‘A Tale of Two Cities’ and ‘Great
Expectations’. This extract from ‘Oliver Twist’
tells us how Oliver was forced out of the poor
to

house]
1. Oliver was born in the poorhouse of a little
country town on a cold, black night in the
t

winter of 1837. The birth was attended

No

by a doctor who was hastily called for the

purpose, and by an old pauper woman who
was experienced in such matters.
2. The mother died almost as soon as the baby took his first breath.
She was a young, good-looking woman who had been found lying in
the street. It was clear that she had walked some distance before
she died. Her shoes had been torn to pieces. Where she had come
from, or where she had been going, nobody knew.
60
 3. The baby cried loudly. If he could have known that he was now
an orphan of a poorhouse, it is likely that he would have cried still
louder.
4. They called him Oliver Twist – a name invented by Mr. Bumble, the
town beadle, because he could not think of any other. Mr. Bumble
had full authority over the people of the poorhouse. He thought
himself a very great man indeed. He starved and ill-treated the

ed
children under his care. Oliver’s ninth birthday found him a pale,
thin child who had hardly known a kind word, or met with a kindly

ish
look. His only friends were his little companions in misery. But in
the end, they brought him trouble. They persuaded him to ‘ask for
more.’
re S
bl
C1 Answer the following questions and share your responses
B
with your partner.
pu
be T

1. Where was Oliver Twist born?

2. Who were present when Oliver was born?
K

3. What happened to the mother as soon as the child was born?

©

4. What did the mother look like while she was alive?
5. Who was Mr.Bumble?
6. How did Mr. Bumble treat the children?
7. What did Oliver’s friends want him to ask the master?
Now read on silently.
to

5. It happened one evening at supper time. The children were fed in

a large, stone hall, with a big, metal basin at one end. The master
t

stood by the basin and served each child with a small bowl of watery
No

gruel. Boys generally have excellent appetites. Oliver and his

companions were always hungry and never given enough to eat.
That evening, one of the bigger boys stated quite clearly that unless
he had an extra bowl of gruel, he would most certainly eat the boy
who slept next to him. He had a wild and hungry eye, so the smaller
boys believed him. A council was held. Oliver Twist was appointed
to walk up to the master after supper and to ask for more.

61
 ed
ish
re S
bl
B
pu
be T

6. The gruel was served out and was quickly swallowed. The boys
whispered among themselves and forced Oliver to go. He advanced
K

to the master, bowl in hand and said, in a little frightened voice :

‘Please, sir, I want some more’. The master was a fat, healthy man,
©

but he turned very pale at this. ‘What!’ he said, as if he could not

believe his ears. ‘Please, sir, I want some more.’
7. The master aimed a blow at his head, seized him by his arms, and
shouted for the beadle. Mr. Bumble rushed into the room in great
excitement, and was filled with horror when he heard of Oliver’s
to

crime. ‘Asked for more!’ he exclaimed. ‘I never heard of such a thing!

Depend on it, this miserable boy will be hung!’
t

8. As a punishment, for his greed and boldness, Oliver was immediately

No

locked in a room to spend the night alone. Early next morning, a

notice was pasted on the outside of the gate, offering a reward of
five pounds to any man or woman who would take Oliver Twist off
the hands of the poorhouse.

62
 C2 Answer the following questions and share your responses with
your partner :
1. How were the children fed in the house?
2. Why was ‘a council’ held by the boys? What did they decide in
it?

ed
3. What did Oliver ask his master for?
4. How did the master react to the request of Oliver?

ish
5. What was the punishment that Oliver got for ‘asking for more’?
6. What did Mr. Bumble ultimately decide to do with Oliver?
re S
bl
7. What was Oliver’s crime, according to Mr. Bumble?
B
[Note : This is how the story of Charles Dickens’ Oliver Twist
pu
be T

ended.
K

A coffin maker came to know about the notice and bought the orphan
©

boy from the poorhouse. There also he was treated cruelly. So he ran
away to London. There he faced further difficulties. However by chance,
he met two kind people - Mr. Brownlow and Miss Rose Maylie. There
these kind people also discovered that he was their own relative and
had to be protected from his step-brother Mr. Monks. Mr. Monks had
planned to take away Oliver’s share of property. But with Mr. Brownlow’s
help, Oliver got his rightful share of the property and lived happily.]
to

Glossary :
t

hastily : urgently
No

pauper woman : poor woman

beadle : an officer
persuade : convince, believe something
watery gruel : liquid food

63
 appetites : natural craving for food
council : meeting
poorhouse : building where poor people/children are
maintained at public expense
hardly known : almost not known
excitement : feeling strongly

ed
horror : feeling of extreme fear
miserable : very unhappy, wretched

ish
invented : [here] coined
re S
starved : to go without food

bl
B
Read and Write :
pu
C3 Read and discuss your responses with your partner. Then write.
be TK

1. Briefly explain the circumstances under which Oliver Twist

was born.
©

2. How can you say that Oliver’s mother was a poor woman?
3. What kind of a man was Mr. Bumble?
4. Why were the boys always hungry?
5. How did the children plan to satisfy their hunger?
to

6. What was the result of Oliver’s request for more food?

7. Why did Mr. Bumble get a notice pasted outside the gate?
t

Explain.
No

8. Sum up Oliver’s birth and his life in the Poorhouse.

9. Briefly narrate the events that led to Oliver being locked up in
a room.

64
 C4 Match the descriptive words that go with the characters listed
below.
Oliver Twist Oliver’s Mother Mr. Bumble

ed
ish
poor, hungry, cruel, pale, thin, frightened, miserable, good-looking,
fat, tyrannical, submissive.
re S
bl
C5 Look at the following headings. Choose the best among them
B
for the paragraphs indicated. Write them against the
pu
be T

numbers.
K

Paragraph 1. _______________________________________
2. _______________________________________
©

3. _______________________________________
4. _______________________________________
5. _______________________________________
6. _______________________________________
to

7. _______________________________________
8. _______________________________________
t

Boy’s admission to the Poor house Mr. Bumble’s reaction

No

Death of the mother Naming of the boy

Punishment Birth of an orphan
Boys holding a Council Oliver being forced to ask for
more

65
 V1 Underline the word that does not belong to the group in each
case.
1. farmer, former, doctor, teacher e.g. former
2. ate, swallowed, smelt, gulped
3. miserable, sad, agile, sorrowful
4. stated, said, narrated, heard

ed
5. quickly, hastily, rudely, immediately
6. weak, pale, robust, thin.

ish
V2 Look at the following two words.
re S
[i] appoint [ii] appointment

bl
B
The first is a verb and the second is a noun. We add-‘ment’ to the
verb and get the noun. Given below is a list of nouns. Some are made
pu
be T

from verbs. e.g., ‘movement’ and some are not, e.g., ‘cement’. Pick out
those words which are made from verbs.
K

[a] movement [g] measurement

©

[b] cement [h] regiment

[c] amazement [i] astonishment
[d] development [j] government
[e] instrument [k] moment
to

[f] establishment [l] garment

V3 Write down the noun forms of the following verbs. They do
not take the suffix ‘ment’ ending. [You may consult a
t

dictionary if you like]

No

e.g. invent - invention

[i] born [iv] grow
[ii] suggest [v] tire
[iii] exist [vi] think

66
 A. Listen and Speak :
Vowels / з:/and /^/

Task 1. Teacher says these words. Listen and repeat after each
word.

again aloof above

ed
among assist ashore

achieve around amidst

ish
What is the sound that all these words begin with? Repeat that
sound only. That is the vowel sound / /
re S
bl
Task 2. Teacher says these words aloud. Listen and repeat
B
after each word.
pu
be T

proper shower paper

K

danger refer member

©

What is the sound that all these words end with? Try to say that
sound only. That is the vowel sound / з :

Task 3. Teacher says these words. Listen and repeat after

each word.
shirt bird earth turn
to

dirt learn hurt first

Task 4. Teacher says these words aloud. Listen and repeat
after each word.
t
No

up mug shut

tup but guts

hush plus luck

What is the sound common in all these words?
The sound is the vowe1/^/

67
 B. Spoken English

Complaining:
Situation - 1
(At the office of Mr. Bumble)
Master : I’m sorry to say this, but these kids are going out
of control.

ed
Bumble : What are you trying to tell me?
Master : It’s true, sir. Look, today he asked for more.

ish
Bumble : How dare? Who do you mean?
Master : That wretched boy, Oliver.
re S
bl
B
Situation - 2
pu
be T

(Mother and daughter at their home.)

Mother : Rosy, why don’t you sit and study for a while?
K

Rosy : Study, study and study! I’m awfully bored with

©

these books.
Mother : Bored? You are bored to do what’s good for you?
Rosy : Ma! Can’t you see I’m running a fever?

• Note : The way someone complains may be in these

to

patterns.

• I’m sorry to say this but....

t
No

• Why don’t you understand....?

• I’m not at all satisfied with ....

• How dare you say......(Challengingly)

• I must really object ......

68
 C. Grammar

Framing questions
Task 1. Frame questions for the following
statements. One is done for you .
A. Eg: Sujay and Supriya are Radha’s cousins.

ed
Are Sujay and Supriya Radha’s cousins?

ish
1. The pet dog is called Rambo.

2. The children are happy.

re S
bl
3. He is practising yoga.
B
pu
B. Eg: Radha likes sweets.
be T

Does Radha like sweets?

K

1. She visits her aunt’s place every summer.

©

2. She loves playing with her cousins.

3. He likes reading story books.

C. Eg: The children love playing with Rambo

to

Do the children love playing with Rambo?

1. The kids practise yoga every morning.

t
No

2. Reshma and Rahim like to play with Raghu.

3. They enjoyed the vacation.

69
 Task 2. Frame questions for the statements given
below using the question words given in brackets.
Do not forget to put the question mark. The first
question is done for you.

a. This novel was written in 1946. (When)

ed
When was this novel written?

ish
b. The briefcase was stolen at the station. (Where)

c. The auditorium was constructed last year. (When)

re S
bl
B
d. The money was collected by the students. (By whom)
pu
be T

e. They have bought six plants for my garden.

K

(How many)
©

f. His house was destroyed by fire. (How)

g. The servant let out the secret. (Who)

h. Sunder visits his parents twice a week. (How often)

to

i. You have selected this book. (which)

j. Janaki waited for two hours to consult the doctor.

t

(How long)
No

k. It is his fault. (whose)

70
 D. Writing

Task 1. Look at the following table. Some important

facts about Ruskin Bond are given. Write a paragraph
based on the information provided.
Birthplace - Kasuli, H.P.

ed
Date of birth - 19 May, 1934.
Residence - Mussoorie.

ish
Work-occupation - Novelist, short story writer.
re S
His books - Translated into many European and
bl
B
Indian languages.
pu
be T

Awards - Kendra Sahitya Academy Award in

1992.
K

Ruskin Bond, a famous novelist and story writer, ...........

©

..........................................................................

He stays ..........................................................................
.......................... He is the author ...................................
................... Ruskin Bond was awarded ..........................
..............................................................
to

Suggested Reading/Activities :
t

1. Oliver Twist : Charles Dickens

No

2. Poem : The School Boy – William Blake

3. ‘Slumbala’ : a Hindi movie

4. ‘Chinnari Mutha’ ‘ a£Áßj ªÀÄÄvÀÛ ’ : a Kannada movie

*******

71
 POETRY
FOR A FIVE YEAR OLD
- Fleur Adcock

[Fleur Adcock is a British citizen who was

born in New Zealand in 1934. She worked

ed
as a librarian in London. She has also
edited “The Faber book of 20th Century
Women’s Poetry”. Many of her poems are

ish
about the everyday experience of a woman
as a wife and a mother.
re S
The poem “For a Five Year Old” tells us

bl
about the contradictions in our dealings.
B
There is a difference between what we
preach and what we really practise.
pu
be T

Now read the poem:

K

A snail is climbing up the windowsill

Into your room, after a night of rain.
©

You call me in to see, and I explain

That it would be unkind to leave it there:
It might crawl to the floor; we must take care
That no one squashes it. You understand,
And carry it outside, with careful hand,
To eat a daffodil. 8
to

I see, then, that a kind of faith prevails:

t

Your gentleness is moulded still by words.

No

From me, who have trapped mice and shot wild birds,
From me, who drowned your kittens, who betrayed
Your closest relatives, and who purveyed
The harshest kind of truth to many another
But that is how things are : I am your mother,
And we are kind to snails. 16

72
 Glossary :
window sill : lower wooden frame of the window,
usually flat and broad.
That no one squashes it : since the snail is a slow creature, it is
likely to be crushed under one’s foot.
to eat a daffodil : to feed the snail. The snail eats
daffodils, a type of flower that blooms

ed
in early spring.
a kind of faith prevails : it is commonly believed that character is
built rather by words of advice, than by

ish
imitation of what others actually do. Of
course, this is not true; it is only a
prevailing belief, not based on truth.
re S
still
bl : even now.
B
purveyed : carried on, delivered.
pu
be TK

C1 Answer the following questions and share your responses with

your partner.
©

1. Name the creature mentioned in the poem.

2. Who do you think is the speaker?
3. Who is the speaker addressing?
4. What does the child want his mother to see?
5. What does the mother tell the child?
to

Read and Write :

C2 Read and discuss your responses with your partner. Then
t

write.
No

1. Why does the mother say ‘a kind of faith prevails?’

2. How has the mother treated other animals?
3. Do you observe any difference between the mother’s treatment
of the snail and her treatment of other animals and her own
relatives?
4. How does the mother console herself? Read the last two lines
and comment.
73
 Suggested
Reading :
An elegy on The Death of A Late Famous General : Jonathan Swift
Money : William Henry Davies
Additional Reading :
Read the following poem. Do you find any similarity between the
poem “For a Five Year Old” and this one? Discuss.

ed
IN LONDON TOWN
It was a bird of Paradise,
Over the roofs he flew.

ish
All the children in a trice,
Clapped their hands and cried, “How nice!”
“Look his wings are blue!”
re S
bl
B
His body was of ruby red,
His eyes were burning gold.
pu
be T

All the grown-up people said,

“What a pity the creature is not dead,
K

For then it could be sold!”

©

One was braver than the rest

He took a loaded gun;
Aiming at the emerald crest,
He shot the creature through the breast,
Down it fell in the sun.

It was not heavy, it was not fat,
to

And folk began to stare

“We cannot eat it, that is flat!
And such outlandish feathers as that
t

Why, who could ever wear?”

No

They flung it into the river brown

“A pity the creature died”
With a smile and a frown,
Thus they did in London town;
But all the children cried.

- Mary E Coleridge
*****
74
 UNIT-5
QUALITY OF MERCY

ILA Your teacher reads a passage. Listen to it. Then answer the
following questions.
1. What did each woman claim?

ed
2. What did the minister suggest?
3. Why do you think the second woman offered the baby to the
first woman, after she heard the minister?

ish
4. How did the minister come to the correct conclusion? What was
the reason for his judgement?
re S
bl PROSE
B
THE SWAN AND THE PRINCES
pu
be T

- A folk play
K

[Who owns a bird or an animal – the one who catches it or the one
who looks after it? To understand this, read the following play which
©

deals with an incident in the life of Siddhartha.]

t to
No

75
 Characters
Suddodhana : the King of Kapilavastu
Siddhartha : the Prince of Kapilavastu
Devadatta : Siddhartha’s cousin
The Chief Minister and four other Ministers of the King

ed
The Guard
[King Suddodhana is sitting on his throne. His Ministers are sitting

ish
around him. The Chief Minister is saying something to him. Just then
the guard enters and bows to the King.]
re S
Guard: Long Live the King! Sir, Prince Devadatta wants to come in.

bl
B
King: Bring him in.
pu
be T

[The guard bows and goes out]

Chief Minister: I wonder why Prince Devadatta wants to see the King
K

at this time.
©

Second Minister: Perhaps he wants to complain against someone.

[The guard enters with Devadatta. Both of them bow to the King]
King: What is it, Devadatta? Why have you come to me at this time?
Devadatta: Sir, the Prince will not give me my swan. I want justice
from you.
to

King: [smiling] Be calm, Devadatta. Has Siddhartha taken your swan

from you?
t
No

Devadatta: Yes, sir, he has. I shot it and it fell on the ground near
the Prince. He picked it up and said he wouldn’t give it
to me.
King: That’s very naughty of Siddhartha. [to the guard] Go and call
him. [The guard bows and goes out]
Third Minister: [softly to the Fourth Minister] The Prince is a good
lad. He can’t do a thing that’s wrong.
76
 Fourth Minister: I agree with you.
[The guard enters with Prince Siddhartha, who has a white swan in
his arms. Siddhartha bows to the King]
King: Siddhartha, Devadatta says that you’ve taken his swan. Is that
the swan which you took from him?
Siddhartha: Your Highness, Devadatta has complained about this

ed
swan, but it is not his swan. It’s mine.
Devadatta: No, Your Highness, it is not his. It is mine. I shot it with
an arrow. Siddhartha is telling a lie.

ish
King: Be calm, Devadatta. You say that the swan is yours because
you shot it. Is that right?
re S
Devadatta: Yes, sir, that’s quite right.

bl
B
King: What do you say, Siddhartha? Why do you say that the swan
pu
is yours?
be T

Siddhartha: Your Majesty, Devadatta shot this swan but I saved its
K

life. That’s why it’s mine.

©

Ministers: Hear! Hear!

King: Listen, Siddhartha. A kshatriya can’t give up what he has
shot. Do you agree with me?
Siddhartha: Yes, I do, sir, but a kshatriya can’t give up a suppliant
either. This swan came to me for protection. I can’t give
it up.
to

Devadatta: Your Highness, this is injustice. I shot the swan, so it’s

mine.
t

King: Well, boys, I’m puzzled. It’s a strange case. I don’t know how
No

to decide it. [to the Chief Minister] Can you help me?
Chief Ministr: I’ll try, Your Highness.
King: Very well, then. Please go ahead.
Chief Minister: Prince Siddhartha and Prince Devadatta, please listen
to me. Prince Devadatta says that the swan is his
because he had shot it, and Prince Siddhartha says
that it is his because he saved its life. Am I right?

77
 Siddhartha and Devadatta: Yes, you’re right.
Chief Minister: Good. Now, Prince Siddhartha, please put the swan
on this stool.
[Siddhartha puts the swan on the stool and goes back to his
place. The swan is frightened and keeps looking at
Siddhartha.]

ed
Chief Minister: Prince Devadatta, please come forward and ask the
swan to come to you.

ish
Devadatta: [coming forward] Come to me, O swan, Come! Come!
Come! [The swan trembles and cries with fear]
re S
bl
Chief Minister: That will do, Prince Devadatta. Now it’s your turn
B
to call the swan, Prince Siddhartha. [Devadatta goes
pu
be T

back and Siddhartha comes forward]

K

Siddhartha: [going near the swan] Dear swan, don’t be afraid. I’ve
come to you. Come and sit on my arms. [The swan at
©

once flies onto Siddhartha’s arms]

Chief Minister: [to the king] Your Highness, the swan has decided
the case.
King: It has, indeed; and we accept the decision. The swan belongs
to Prince Siddhartha.
to

All: Long Live Prince Siddhartha!

t

Glossary :
No

suppliant : a person seeking something humbly

puzzled : surprised
give up : surrender, return
lad : a boy, a young man
naughty : mischievous

78
 C1 Answer the following questions and share your responses with
your partner.
1. What was the complaint of Devadatta against prince Siddharta?
2. Why did Siddharta claim that the swan was his?
3. How did the bird react to Devadatta’s call?
4. What did Siddharta say to the swan? What did the bird do?

ed
5. What made Devadatta and Siddharta approach the King?
6. How did each of them defend their actions?

ish
7. How did the Chief Minister resolve the dispute in the end?
C2 Put the following events in the order in which they occur in
re S

bl
the play and write them in a paragraph.
B
1. The swan flew onto Siddharta’s arms.
pu
be T

2. Devadatta appealed to the King for justice

K

3. Siddharta nursed the bird with great care.

4. Devadatta called the swan to him.
©

5. Siddharta called the swan lovingly.

6. Devadatta shot an arrow at the bird.
C3 After the swan had been saved by Siddhartha, it was very
happy and wanted to thank the prince. Write an imaginary
dialogue between the swan and prince Siddhartha. The
beginning of the dialogue is been given.
to

Swan : Dear Siddhartha I want to talk to you.

Prince : Yes, my dear. What’s it? Tell me, don’t fear anyone.
t

Swan : Dear prince, it’s only because of your kindness, I am still

No

alive today.
Prince : Why - - - - - - - - - - -- - - - - - - - - ?
Swan : Imagine what would - - - - - - - - - - -- - - - - -
Prince : Don’t you think it was - - - - - - - - - - - - - ?
Swan : - - - - - - - -- - - - - - - - - - - - - - - - -
Prince : - - - - - - - - - - - - - - - - - - - - - - - - -
79
 Vocabulary :
Through prefixes we can understand the meanings of many words.
Some frequently used prefixes are given below with their meanings.
anti : against, the opposite of
auto : self, same
bio : life, living organism

ed
hemi : half
inter : between, among

ish
micro : very small, minute
multi : many
re S
non

bl : not, without
B
pre : earlier, before
pu
be T

V1 Some definitions are given below. Substitute each of them

with a single word using the prefix given above. One example
K

is done for you.

©

e.g. 1. One’s own signature autograph [ ____ graph]

2. Place of living organisms _________ [___ sphere]
3. More than one purpose __________ [___ purpose]
4. Effective against bacteria __________ [___ biotic]
5. Half of the earth’s surface __________ [____sphere]
to

6. True, not fiction __________ [___fiction]

7. Between nations __________ [___national]
t

8. To wash before __________ [____wash]

No

9. Very small, not visible to the naked eye ____ [____scopic]

V2 1] The suffixes ___ful, ___ous, __y, mean ‘like’ or ‘full of’

2] The suffixes___ism and ___ment, mean ‘act’ or ‘quality of’
3] The suffixes ___or and ____er, mean ‘one who’

80
 Use a correct ending with the word below to complete the sentences.
e.g. Ashwin was awakened with a feeling of excitement. It was a
[excite]
______ day, not ______ at all. His ______ Mr. Pradeep had a guest
[glory] [cloud] [teach]

ed
____on that morning. Mr. Anil Kumar, the speaker, was the ______
[speak] [invent]

ish
of a machine and so, was famous throughout the world. By a _____
[continue]
re S
study of _______ and its forces, he was able to develop a device to

bl
B
[magnet]
generate heat using the sun rays.
pu
be T

V3 Add one letter and make a new word to mean the word given
K

in brackets.
__ONDER [surprise]
©

__OMPLAIN [express dissatisfaction]

__TRANGE [unusual]
__AVE [protect]
__RMS [part of the body]
__ELONG [possess]
to

V4 Fill in the blanks with the given words using the suffixes –
‘ful’ or ‘less’ appropriately.
t

e.g. care :
No

i] Mohan usually drives on the right side of the road. He is a

careless driver.
ii] The teacher is very careful while crossing the road. She looks
to her right and left and always uses the zebra crossing.
cheer :
i] Hari’s father died just a few days before Diwali. It was a ____
Diwali for Hari.
81
 ii] My friend has many problems. He has to support a large family,
but he is always smiling. He is a ________ person.
1. thought :
i] I was very ill. My neighbour called a doctor. It was very
______ of him.
ii] Most young people live in the present. They are often

ed
_____ about the future.
2. power :

ish
i] A boy picked a quarrel with a boxer. The boxer lost his temper
and gave him a ______ blow.
re S
ii] I was going for a walk with my friends. Suddenly a robber

bl
pounced on me and held my arms from behind. I felt totally
B
______
pu
be T

A. Listen and Speak

K

Vowels /U/ and /u:/ and / / and / :/

©

Task 1. Teacher says these words aloud. Listen carefully, and

repeat after each word.

move school true roof

mood shoe proof tune

to

gloom prove blue choose

What is the common sound in all these words? That is the vowel
t

sound /u:/
No

Task 2. Teacher says these words. Listen to them carefully

and repeat after each word.

could good put bull

push hood should would

82
 Can you identify the common sound in them? Yes, it is the sound
/U/, the shorter form or version of /u:/.

Task 3. Teacher says the following words. Listen and repeat

after each word.
shot got moth hot

ed
what scot cloth bob

Can you identify the common sound in all these words? Yes, it is

ish
the vowel / /.

Task 4. Teacher says aloud the following words. Listen and

re S
repeat after each word.

bl
B
shore score more drone
pu
be T

court board course floor roar

K

Perhaps you are able to identify the common sound in all these
©

words. that sound is the vowel / :/.

REVISION EXERCISE

Task 5. So far, you have been able to identify12 vowel sounds.

Some words are given below. Pronounce them and write them in
the respective columns. Note that some words have more than
to

one vowel. For such words a particular vowel is underlined. Put

them in the right columns.
t
No

Words
shoe, cap, plus, manage, manage whose, fruit, brother,
brother, them, mud, spent, above, above, flat, burn, push,
ore, pass, scatter, scatter, ease, check, hut, puss, devil,
devil, art, solt, mint, board, mast, fish, shock, vast, lock.

83
 /I:/ /I/ /e/ /æ/ /a:/ / / /3:/ / / /U:/ /U/ / / / :/
ease devil devil cap pass above burn mud whose push shock board

ed
ish
re S
bl
B
pu
be TK

B. Spoken English
©

Requesting:
Situation - 1
(Siddharth is talking to his father, the king, after the swan
was decided to be his)
Siddharth : Thank you for the judgement. Could I have a word with
to

you, Your Majesty?

King : Come on, Prince, say it.
t
No

Siddharth : Do you mind if I keep the swan in my own chamber, please?

King : No, we don’t mind. You can keep the swan fully protected.
Is there anything else?
Siddharth : Yes, one more request.
King : Say it, dear prince.

84
 Sidharth : I’m sorry to trouble you, but I need the palace veterinary
doctor to attend to this swan.
King : Your request is granted.

Note: Some patterns for requests are:

ed
Can you .....................please?

Could you .....................please?

ish
I’d be grateful to you ........ if you ........
re S

bl
please do me a favour.
B
May I know .............................?
pu
be T

Task 1. Think of appropriate requests in these situations.

K

1. You’ve missed the last bus to your house.

©

(request a friend)

2. You’re bored watching TV.

(request your mother)

3. Your scooter won’t start.

(request the mechanic)
t to
No

85
 C. Reading

Scanning : Scanning is a reading skill. It demands a close

attention to the specific details in a piece of writing, like a score
board or a timetable or a weather chart.

Task 1. The following table gives the minimum and the maxi-

ed
mum temperatures of some cities during summer. Read it and
complete the sentences given below.

ish
City Temperature during summer Min Max
Mumbai 320C 380C
re S
bl
Bengaluru 290C 330C
B
Delhi 350C 430C
pu
be T

Ahmedabad 360C 450C

K

Now we can draw the following inferences :

a) .................. is the coolest city.

©

b) Delhi is hotter than ................... and Bengaluru.

c) ............... is the hottest city in India.

d) ............. is cooler than Delhi and Ahmedabad.

t to
No

86
 D. Grammar

Prepositions:

Look at the table. Here prepositions are categorised into three

groups.

Prepositions of Place Prepositions of Prepositions of

ed
Time Movement
at at at
on on on

ish
in in from....to
under till to
re S
bl
beneath until towards
B
by during onto
pu
be T

behind for through

K

between since across

above over
©

below above
along
around
up
down
to

Task 1. Now fill in the blanks using the appropriate

prepositions from the table.
Shanthigrama is a small village ........ Chikkamagalore district.
t
No

There lives a boy Nameeth. He is studying ........ 8th standard. He is very

punctual. Everyday he gets up early ........... the morning. His school is
three kilometres away ......... his village. So, he leaves his home .........
8.30 a.m. He goes ......... school ........ foot. He always reaches school
........... time.
Nameeth participates ........ all the school activities. He listens
attentively, recites poems, solves maths sums, plays games and draws
beautiful pictures. His classes usually close ..... 4 p.m, but he stays ....

87
 the school ......5 p.m........... the classes, he sits ........ a tree ........ his
friends and practises music ......... an hour. He leaves the school campus
..... 5’o clock, and reaches home ...... 6 p.m. He refreshes himself and
plays ...... his friends ....... an hour. Then he studies ........ two hours
and watches news ........ the TV. ...... supper he goes ...... a walk ........
10.30p.m he goes to bed.
Task 2. Study the map key given carefully and complete the
sentences below using appropriate prepositions.

ed
ish
re S
bl
B
pu
be TK
©
to

1. Vidhana Soudha is ............... Bengaluru ............... Karnataka.

t
No

2. Sri Lanka lies ................ the south of India.

3. The Tropic of Cancer divides India ................ two equal halves.
4. 82½0 E Longitude passes ........ Allahabad ......... Uttar Pradesh.
5. Delhi is ............. the banks of the river Yamuna.
6. The Palk Strait and the Mannar Bay separate India ........ Sri Lanka.

88
 7. Madhya Pradesh lies ............. Maharashtra and Rajasthan.
8. KRS has been constructed ................ the river Kaveri.
9. There are many natural harbours ............. the Western Coast.

Task 3: Fill in the blanks with the appropriate prepositions.

If no preposition is needed leave the space blank.

ed
1. If Apoorva felt Dinesh was right, she would agree ...... him.
2. The Economy of India is based ............. farming .

ish
3. What time does the bus arrive ......... Mangalore?
re S
4. I wish you’d stop shouting ........... us angrily.

bl
B
5. ‘Kumar is down here!’ she said ........ a loud voice.
pu
6. People differ ......... one another in their ability to handle
be T

stress.
K

7. Amulya applied ......... a job with the local newspaper.

©

8. Has Harish replied .......... your letter yet?

9. I apologize ............ losing my temper.
10. Do you believe ........... God?

E. Writing
to

Letter writing:
Task 1. Complete the following letter supposedly written by
Hirachand to King Akbar telling him that he is
t

innocent. Use the clues given below.

No

Dear Sir,
I feel I am ............... for no mistake of mine. You want to
execute me because I .........., but I feel it is not fair. What will .......
me? what wrong have I done? I say I am innocent. I ........., and
request you to free me.
Yours truly,
Hirachand.

89
 1. I have an unlucky face.
2. beg for your mercy.
3. punished.
4. my wife and children do without.

LETTER

ed
Task 2. Imagine that you are Parvathi C/o Shri
Somashekhara, D.No. 131, Temple Road, Gorur.

ish
Write a letter to your father requesting him to send Rs. 600/-
using the clues given below.
re S
bl
About your studies - performance in tests - excursion arranged by
B
your school - places to be visited and date - money required.
pu
be T

Task 3. Imagine that you are Ramappa, studying in VIII

K

standard, Government High School, Thammadihalli.

©

Write a letter to your class teacher, requesting him for grant of

leave using the points given below.

Class and section - reason for leave - days - father’s consent - how
you make good of the lessons done during your absence.
to

Suggested Reading :
Indian Mythological Stories - NCERT Books
t
No

*****

90
 POETRY
SOMEBODY’S MOTHER
-Mary Dow Brine
IRA Look at these pictures.

ed
ish
re S
bl
B
pu
be T

[Mary Dow Brine a poet, author, and lyricist was a New Yorker.
K

Many of her poems and children’s books are published by international

publishers. She has provided lyrics for the famous Piano Piece ‘Hearts
©

and Flowers.’ This narrative poem extols the kindness shown by a boy
towards a poor woman.]
If you happen to come across such types of people as shown in the
pictures, how do you think you can help them? Share your views with
your partner/classmates.
t to
No

91
 Now read on :

The woman was old and ragged and grey,
And bent with the chill of the winter’s day.
The street was wet with a recent snow,
And the woman’s feet were aged and slow. 4

ed
She stood at the crossing, and waited long,
Alone, uncared for, amid the throng.

ish
Of human beings who passed her by,
Nor heeded the glance of her anxious eye. 8
re S

bl
Down the street with laughter and shout,
B
Glad in the freedom of school let out.
pu
be T

Came the boys like a flock of sheep,

Hailing the snow, piled white and deep. 12
K
©

Past the woman so old and grey,

Hastened the children on their way.
Nor offered a helping hand to her,
So meek, so timid, afraid to stir. 16

Lest the carriage wheels or the horses’ feet,

to

Should crowd her down in the slippery street.

At last came one of the merry troop,
The gayest laddie of all the group. 20
t
No

He paused beside her, and whispered low,

“I’ll help you across, if you wish to go.”
Her aged hand on his strong young arm
She placed, and so, without hurt or harm. 24

92
 He guided the trembling feet along,
Proud that his own were firm and strong.
Then back again to his friends he went,
His young heart happy and well content. 28

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow;

ed
And I hope some fellow will lend a hand,
To help my mother, you understand,

ish
If ever she’s poor and grey,
When her own dear boy is far away” 34
re S
bl
B
And ‘somebody’s mother’ bowed low her head
In her home that night, and the prayer she said
pu
be T

Was : “God be kind to the noble boy

K

Who is somebody’s son and pride and joy” 38

©

- Mary Dow Brine

Glossary :
ragged : clothes badly torn
chill : unpleasantly cold
to

throng : crowd
heeded : paid attention
hailing : welcoming
t

piled : put one on another

No

hastened : moved with speed

meek : mild
gayest laddie : happiest boy
paused : waited, stopped for a while

93
 C1 Answer the following questions and share your responses with
your partner.
1. What kind of a woman do you find in this poem?
2. Where was the woman standing? Why was she standing there?
3. Why was the woman very anxious?
4. What are the children compared to?

ed
5. Did the boys lend the old woman a helping hand?
6. Why was the old woman hesitating to cross the street?

ish
Read and Write:
re S
C2 Read and discuss your responses with your partner. Then

bl
write.
B
1. How did the boy help the old woman?
pu
be T

2. What made the boy happy?

K

3. What did the boy tell his friends?

©

4. What did the old woman say in her prayers that night? Why?
5. Do you like this poem? Why or why not?

C3 Answer the following as directed.

1. Pick out the rhyming words in the poem, and read them aloud.
to

2. Name the figure of speech in these lines :

a] ‘………. came the boys ………….
like a flock of sheep’. What are the boys compared to?
t
No

b] Her aged hand on his strong young arm.

94
 Additional Reading :
Little Things
Little words of kindness
How they cheer the heart
What a world of gladness
Will a smile impart:

ed
Little acts of kindness
Nothing do they cost

ish
Yet when they are wanting
Life’s best charm is lost
re S
bl
B
Little acts of kindness
Richest gems on earth
pu
be T

Though they seem but trifles

K

Priceless is their worth

- Anonymous.
©

Suggested Reading :
The True Beauty - Thomas Carew

*****
t to
No

95
 UNIT-6
TIRELESS LIFE
ILA Fill in the columns after listening twice
or thrice.
Desirable qualities Undesirable qualities

ed
e.g. Kamala is friendly and polite Maya is always late to school

ish
re S
bl
IRA Read the following passage and answer the questions that
B
follow.
pu
be T

Medha Patkar is a well-known name all over India. She was born
on 1 December, 1954 in Mumbai. All her life has been devoted to social
K

service, particularly for the upliftment of tribals. She started Narmada

Bachao Andolan in 1985, to protest against the construction of the
©

Narmada Dam across the river. Medha Patkar has won awards at the
national level for her social work. These include ‘Right to Livelihood
Award’ also called the Alternative Nobel Prize [Sweden, 1992], Goldman
Environment Prize [USA 1993] and Green Ribbon Award [by BBC – 1995]
Fill in the blank with the most appropriate alternative.
1. Medha is primarily a _________
to

a] a political activist
b] a social worker
t

c] an organizer to fight gender discrimination.

No

Questions :
1. Why did Medha Patkar start the Narmada Bachao Andolan?
2. Name at least two countries other than India that recognized
her service.
3. Give a suitable title to the passage.
Now read the text silently.

96
 PROSE
All the world Her stage
-Edited
[This is a short life-sketch of Sai
Paranjpye, a famous theatre personality
from Pune, Maharashtra. She has also

ed
directed many television serials. She won
the National Award for the Best
Documentary with a social purpose. Her

ish
films are relevant even today.]
1. It was a familiar sight to the
re S
residents of Pune – a plump

bl
little girl of about six or seven, Sai Paranjpye
B
skipping along with an elderly
pu
gentleman. They laughed, talked and had a great time.
be T

2. The little girl was Sai, and the gentleman was a famous
K

educationist and mathematician, Sir R.P.Paranjpye – India’s first

senior wrangler and Sai’s grandfather – Appa. As they walked,
©

Appa put simple mathematical questions, and also related fables

to her. These included fairy tales, Arabian Nights and Birbal’s
Stories. Sai naturally preferred the fairy tales to mathematical
problems.
3. “Tell me a story, Appa,” Sai said, one day, as they set out.
‘No,’ said Appa grimly, “today you tell me one.”
to

4. And she did. It was a fairy tale, replete with dragons and
princess, talking parrots and hidden gold.
5. Sai completed her tale with “--------- and they lived happily
t

everafter!”
No

6. “Hmph!” said Appa. ‘Quite interesting! Where did you read it?”
7. “I didn’t. I made it up!” cried Sai.
8. Her grandfather was very much impressed. That was
perhaps her first flight of fancy, and it was the beginning of
a wonderful world of creativity. By the time she was just eight,
she had published her first book of fairy tales, called ‘Mulancha
Mera.’
97
 9. Sai’s love for books grew with her. Books were ‘revered’ objects
in the Paranjpye household. One day, Sai stepped on a book
by mistake as she rushed into the library.
10. “Stop right there!” ordered her grandfather. Sai froze, “Do
you know what you just did? you kicked knowledge, that’s
what you did! Now ask forgiveness of the book!”
11. Sai bent meekly and did namaskar to the book. The same

ed
punishment was given when he discovered any dog-eared book.
With this, Sai learnt to respect feelings about books early in life.
C1 Answer the following questions and share your responses

ish
with your partner.
1. Who was usually a playing companion for Sai in her childhood?
re S
2. Who was affectionately called Appa?

bl
B
3. When was the grandfather very much impressed by Sai’s
ability?
pu
be T

4. What was Sai’s first published book?

K

5. ‘‘Sai froze”. When did this happen?

Now read on silently.
©

12. It was not fun for her always. She was a bit plump and her mates
used to make fun of her.
13. “You can’t run with us, Sai,” jeered Chandu. “You
make our team weak,” said Meera unkindly. “Never can
you keep yourself active. You’re too fat,” added Devayani.
14. Sai’s face crumpled and she sat glumly by the sidelines watching
to

her friends laugh and play happily. Soon, her face brightened.
She cried out, “Ha! I know of a lovely game. It’s a magic island
full of hidden treasure ...” The mates, who were playing, gathered
t

around her to listen to her story. In no time she cast a spell of

No

magic. They not only listened to the fantastic story, but were
also ready to take roles and act as she directed. This went on,
not for a day or two, but for the whole week.
15. Sai was always fascinated by many things. One of them was
doll’s wedding. This is a traditional game played by Maharashtrian
girls. Children conduct ‘marriage’ of a bride doll and a groom
doll. Mantras are chanted. Gud [jaggery] and Poha [beaten rice]
are shared.
98
 16. As a child she said one day, “Mummy, you never let me have any
fun” complainingly. Mother said : “All right, you want a wedding?
Well, you’ll have one that you can never forget”. On that day,
when she came back from school, the whole house looked like a
marriage hall. Before she could say anything, she was dressed
like a bride’s ‘mother’. The band arrived, the groom rode on a
real steed! All the children of the locality took part. The ‘bride’
was brought with all religious chantings.

ed
17. The ‘mother’ that day, so fond of drama, grew up to become one of
India’s leading filmmakers and theatre personalities.

ish
C2 Answer the following questions and share your responses with
your partner.
re S
1. How could Sai draw the attention of her playmates while they

bl
made fun of her?
B
2. What fascinated Sai as a child?
pu
be T

3. Why is the word ‘mother’ given within the inverted commas in

the sixteenth and seventeenth paragraphs?
K

Glossary :
©

plump : round and fat

fables : short, imaginary tales with usually
animals as characters.
senior wrangler : a person who tops in maths
examination from Cambridge
University.
to

replete with : full of

mulancha mera : a Marathi phrase meaning “my favourite
t

child” or “my dream child”.

No

dragons : crocodile like big animals with wings.

flights of fancy : wings of imagination
revered : respected
froze : [Past tense of ‘freeze’] Cold that turns
water to ice. [Here, got scared]
meekly : mildly

99
 dog - eared : corners of pages are turned down
jeered : mocked, laughed at
crumpled : crushed
glumly : gloomily, sadly
sidelines : area just outside a sports field, etc.
hidden : covered

ed
treasure : wealth
cast a spell of magic : narrated the story which attracted everyone

ish
fascinated : attracted
traditional : being part of the customs of a particular group
of people, that has not changed for a long
re S
time. (¸ÁA¥ÀæzÁAiÀÄPÀ)

bl
B
steed : riding horse.
pu
be T

C3 Some statements are given below. Some are true and some
are false. Tick off ‘T’ or ‘F’. Also, indicate in the box the
K

paragraph number in which you can find your answer. Two

examples are done for you.
©

T F Para No

1. Sai looked very athletic.                √ [12]

2. Sai used to tell fantastic stories to her friends. √ [14]
3. Even as a child, Sai had published a book. [ ]
to

4. Her grandfather did not take it seriously when

she stepped on a book. [ ]
5. Paranjpye was a ‘Senior Wrangler’.
t
No

[ ]
6. One of the Maharashtrian Children’s games is
‘marriage of dolls’. [ ]
7. Sai told a story to her grandfather. [ ]
8. Sai learnt to regard books with respect. [ ]

100
 C4 Some important events in the story are given in a jumbled
order. Put them in the order in which they are given in the
text :
• Sai’s drawing the attention of the playmates.
• Grandfather telling her to treat books with respect.
• The usual sight of grandpa and Sai playing together.
• The wedding of dolls.

ed
• Sai’s telling a story to her grandfather.

ish
Read and Write:
C5 Read and discuss your responses with your partner. Then
write.
re S
1. Describe how grandfather and Sai enjoyed each other’s company.

bl
B
2. Why was grandfather very much impressed by Sai’s story?
3. What do you think was the great achievement of Sai as a child?
pu
be T

4. Describe the incident in the library.

K

5. How was Sai able to win over her friends?

6. What surprise awaited Sai one day as she came back from
©

school?
C6 Write a paragraph on each of the following topics. Do it in
pairs. Prepare first, and final drafts. Then compare them with
those of your partner.
1. Sai’s talents even as a child.
2. Lessons she learned from her grandfather.
to

3. The incident of the wedding of dolls.

Vocabulary :
t

V1 Fill in the blanks with the most appropriate words chosen from
No

among the ones given in brackets.

Sai was ____ of telling stories. Her grandfather was ____ by this
talent of hers. Though she was not ____ at sports, she used to ___ her
friends with her ___ of fancy. Even as a child she had ______ a book of
fairy ______
[impressed, good, published, fond, flights, tales, entertain]

101
 V2 Some terms that describe people are given below. Classify
them under ‘desirable’ and ‘not so desirable’ categories.
You may consult a good dictionary to help you doing this.
complaining, creative, imaginative, short-tempered, lazy, spirited,
social, glum, jovial, innovative, lethargic, double-tongued, lax, jealous
creative .
e.g.
desirable not so desirable

ed

creative jealous

ish
re S
bl
Look at the first line of the first paragraph.
B
It was a familiar sight.
pu
be T

The word ‘familiar’ describes the sight. What is the word that
gives the opposite meaning?
K

It was a strange sight. We call these pair antonyms.

©

familiar – strange
V3 Give the antonyms of the following and use them in the blanks
appropriately.
(short, fast, dim, beginning, young)
An _____ man appeared on the stage walking _____ at the _____
of the play, just before the close of the show. Soon, the audience stood
to

up as the lights were switched on. In that____ light, they could see the
director, a _____ man with an imposing figure.
V4 Give the negative forms of these words using a prefix. Change
t

the article if necessary.

No

e.g. a familiar sight. an unfamiliar sight

a used towel an unused towel
a prepared speech
an attentive soldier
a successful attempt
an organized show
a satisfied person
102
 A. Listen and speak
Diphthongs/eI/ aI/ I/

/aI/ /eI/ / I/
high day voice

why shape ...........

ed
.......... .......... .............

ish
Task 1. Teacher says the following words aloud. Repeat after
the teacher. Write them in the appropriate columns.
re S
void, sky, late, flight, made,

bl
B
choice, nine, train, play, moisture,
pu
be T

boy, shine, place, plane, loiter.

K

/eI/ /aI/ / I/
©

Note: /aI//eI/and/ I/ are called diphthongs, that is,

combinations of two vowel sounds. You will learn more about diph-
to

thongs in your future lessons.

Task 2. What vowel sound do these diphthongs, that is,

t

/aI//eI/and/ I/ end with?

No

Can you give more examples?

Work in pairs and check the pronunciation referring to a

dictionary.

103
 B. Spoken English

Seeking Information

Situation-1

(Malik is a stranger in the city of Meerut. He seeks help first from

Ramesh and then Chaturvedi)

ed
Malik : Could you tell me where the railway station is?
Ramesh : Sorry. I’m a stranger myself here.

ish
Malik : That’s all right. Don’t worry. (he meets another person) Sorry for
troubling you. Will you please tell me how to get to the railway
re S
station?

bl
B
Chaturvedi : Well, can you see that? It’s Subhash circle.
pu
be T

Malik : Yes.
Chaturvedi : Go straight there. Take the first road on your left. Go past the
K

post-office for about a hundred yards. You can see the station on
©

your left.
Malik : Thank you very much.
Chaturvedi : Welcome.

Note : Seeking information can be done in several ways,

to

depending on the situation and people whom you are

requesting. Some patterns are:
t

1. Can you help me........................................................please?

No

2. Do you happen to know ......................................................?

3. Could you please tell me......................................................?

4. Do you mind if I..................................................................?

5. I should be thankful to you if you could...............................

104
 C. Reading

Reading for Information

Task 1. Read the following piece of news and answer the

questions.

Jahangir Khan, the legendary squash-player from Pakistan is

considered to be the greatest player in the history of Squash. He won

ed
the World Open six times, and the British open a record ten times.
Between 1981 and 1986, he won 555 matches consecutively. This
was not only the longest winning streak in squash history, but also

ish
one of the longest unbeaten runs by any athlete in any top-level
professional sports.

Questions :
re S
bl
B
1) Who is Jahangir Khan?
pu
be T

2) Which country does he belong to?

K

3) Which game is he known for?

4) How many times did he win the World Open?

©

5) Which Open did he win ten times?

6) What was Jahangir’s achievement between 1981 and 1986?

D. Grammar

Degrees of Comparison
to

Task 1. Read the sentences given below picture.

t
No

This circle is big. This circle is big- This circle is the

ger than the first. biggest of all the
three.

105
 Task 2. Write the correct adjectives of comparison in the blanks below.
Positive Comparative Superlative Positive Comparative Superlative
Degree Degree Degree Degree Degree Degree

cold colder coldest blue bluer bluest

black nice

ed
bright later latest

happy happier happiest big bigger biggest

ish
easy fat
re S
good better best interesting more interesting most interesting

bl
B
less important
pu
be T

many beautiful
K

Task 3. Compare the given sets of nouns in pairs. Use the

©

adjectives given in the box. Two are done for you.

Note: You have got to add appropriate article in some cases.

nouns adjectives
gold cheap
to

masala puri elephant spicy

ice water
t

Chamundi hills Mt. Everest tall

No

mouse white rice cool

aluminium big

1. Aluminium is cheaper than gold.

2. Gold is not as cheap as aluminium.

106
 Task 4. Complete the following sentences using the given
adjectives or their comparative/superlative form:

1. great - Who, according to you, is the ..............................living poet of India?

2. useful - Iron is the .....................................................................of all metals.

3. useful - Iron is ................................................................ than any other metal.

ed
4. dry - Rajasthan is the ................................................................ part of India.

ish
5. good -Health is always ..............................................................than wealth.

6. good -Honesty is the ........................................ policy.

re S
bl
7. sharp - Your knife is not so .................................................................as mine.
B
8. tall - Ramesh is as ..........................................................................as his father.
pu
be T

9. old - My sister is three years .................................................. than me.

K

10. heavy - May I help you? Your bag is ....................

©

E. Writing
Descriptive Writing
Task 1. Describe the peacock in about ten sentences using
the words given below.
(bird, national, beautiful, body blue, golden eyes, long green feath-
to

ers, dance, blue eyes, eats - germs, worms, tender shoots of plants, live
close to villages)
t
No

107
 Task 2. Given below is a picture and some sentences describing
it. Correct the description and rewrite the sentences
so that they match the picture.

ed
ish
re S
bl
B
At the market, I saw an old woman sitting in a chair. She was
pu
be T

selling eggs. She was wearing shirt and trousers. It was raining.
K

Suggested Reading :

Children who made it Big - National Book Trust.

t ©
to
No

108
 POETRY
COROMANDEL FISHERS
- Sarojini Naidu

[Sarojini Naidu was a great poet, patriot,

politician, orator and administrator. After

ed
Independence, she became the Governor of
Uttar Pradesh.

ish
She was born on February 13, 1879
in Hyderabad. Her father, Dr.Aghornath
Chattopadhyaya was a scientist. Her mother
re S
Mrs. Varada Sundari was a Bengali Poet.

bl
B
Sarojini Naidu had her early education in
Hyderabad and higher education in England.
pu
be T

In this poem, Coromandel Fishers, Sarojini

Naidu describes the life of the fishermen. The
K

leader of the fishermen is giving a call to his

comrades to start their work early in the morning.]
©

IRA Look at the photographs. Say how they strike you. Exchange
your impressions with your partner and the class.
to

t
No

109
 ed
ish
re S
Rise, brothers, rise; the wakening skies pray to the

bl
morning light,
B
The wind lies asleep in the arms of the dawn, like a
child that has cried all night.
pu
be T

Come, let us gather our nets from the shore and set
K

our catamarans free,

To capture the leaping wealth of the tide, for we are
©

the sons of the sea.

No longer delay, let us hasten away in the track of

the sea gull’s call;
The sea is our mother, the cloud is our brother, the
waves are our comrades all.
What though we toss at the fall of the sun where the
to

hand of the sea-god drives?

He who holds the storm by the hair, will hide in his
breast our lives.
t
No

Sweet is the shade of the coconut glade, and the

scent of the mango grove,
And sweet are the sands at the full o’ the moon with the
sound of the voices we love;
But sweeter, O brothers, the kiss of the spray and the dance
of the wild foam’s glee.
Row, brothers, row to the edge of the verge, where the
low sky mates with the sea.

110
 Glossary :
catamaran : a boat with two parallel hulls like
two boats joined together.
leaping wealth of the tide : wealth found in the sea [fish]
sea gull : a bird
hasten : hurry

ed
glade : grove
kiss of the spray : water that comes out of the waves

ish
and sprinkles
low sky mates with the sea : the horizon where the sea and the sky
appear to meet
re S
verge
bl : end, here the horizon (¢UÀAvÀ)
B
C1 Answer the following questions and share your responses with
pu
be T

your partner.
1. What sort of sounds can one hear early in the morning?
K

2. How is the wind described in line two?

©

3. Why are the nets to be gathered?

4. What do you think is the wealth to the fishermen?

Read and Write :

C2 Read and discuss your responses with your partner. Then
to

write.
1. What do you understand from the first line of the poem, ‘The
wakening skies pray to the morning light”?
t
No

2. The poet says, ‘‘Let us set our catamarans free.’’ What does it
mean?
3. What happens if the fishermen are late in starting their work?
4. Why does the poet say :
[a] the sea is our mother,
[b] the cloud is our brother,
[c] the waves are our comrades all?
111
 C3 Answer the following in a paragraph.
1. The poet describes many things as sweet. What are they? Among
them, what is considered to be the sweetest?
C4 Name the figure of speech used in the following sentences.
1. The wakening skies pray to the morning light.
2. The wind lies asleep in the arms of the dawn like a child.

ed
3. The sea is our mother.
4. The cloud is our brother.

ish
5. The waves are our comrades all.
C5 List out the rhyming words in the poem, and read them out
re S
to the class.

bl
 eg. light -
B
  might
free - sea
pu
be T

Additional Reading :
K

Read the following poem carefully and answer the questions

below. Share your responses with others.
©

The Diver

I put on my aqua-lung and plunge

Exploring, like a ship with a glass keel,
to

The secrets of the deep. Along my lazy road

On and on I steal –
Over waving bushes which at a touch explode 5
t
No

Into shrimps, then closing, rock to the tune of tide;

Over crabs that vanish in puffs of sand.
Look, a string of pearls bubbling at my side
Breaks in my hand –
Those pearls were my breath! … Does that hollow hide 10

112
 Some old Armada wreck in seaweed furled,
Crusted with barnacles, her cannon rusted,
The great San Philip? What bullion in her hold?
Pieces of eight, silver crowns, and bars of solid gold?
I shall never know. Too soon the clasping cold 15

ed
Fastens on flesh and limb
And pulls me to the surface. Shivering, back I swim

ish
To the beach, the noisy crowds, the ordinary world.
- Ian Serraillier.
re S
bl
Questions :
B
1. Who is the speaker in the Poem?
pu
be T

2. ‘A touch explode’ [line 5] What causes the explosion?

K

3. The speaker says of ‘those pearls’. What really are these pearls?
©

4. Why does the diver wish to come back to the surface?

Suggested Reading :
The Brook - Alfred Lord Tennyson
to

*****
t
No

113
 UNIT–7
CLOTHES AND MACHINES

ILA Your teacher reads a story. Listen to it. Then answer the
following questions.

ed
1. Why did the king feel proud of himself?
2. Who felt angry with the king? Why?

ish
3. How did the tree come to know about the king’s horns?
4. The ministers praised the king. Which phrase is used to mean
‘praised’?
re S
bl
IRA Observe the following pictures carefully. Write in the space
B
provided under each picture what expressions they indicate. The
pu
expressions are given in the box. Two examples are given.
be TK
©

Malicious
t to
No

Curious

114
 Expressions
angry frightened curious
determined dismayed happy
loving malicious puzzled
sad/unhappy sleepy/tired thoughtful

ed
Now read the text :

ish
PROSE
THE EMPEROR’S NEW CLOTHES
re S
bl - A Play based on a folktale
B
pu
be TK
t ©
to
No

[Once upon a time there lived a proud and foolish Emperor who
was very fond of wearing new clothes. To him new clothes meant more
than anything else in the world. Indeed, he spent so many hours every
day in his dressing room trying out new clothes, that he had very little
time to attend to the affairs of his kingdom.]

115
 SCENE – I
[A Hall in the Emperor’s Palace]
[As the curtain goes up, the Emperor is seen coming out of his
dressing room into the hall where his Chief Adviser is waiting. The
Emperor is in a very angry mood.]
Emperor: [Pointing to something in his dressing room]: Useless!
All these clothes are useless! Not one of the suits can be worn by me.

ed
Chief Adviser: Your Majesty, these are the best that I could get for
you today.

ish
Emperor: ‘The best’ did you say? If these are the best, then my
empire is full of worthless tailors. Banish them all! Send them one and
all out of the country. I want new clothes. I want new clothes. I want
re S
bl
a tailor who can make me a different set of clothes every day. You may
B
go now. Come to me only when you find a new tailor.
pu
[The Chief Adviser bows and takes a few steps towards the door,
be T

then stops and turns towards the Emperor again]

K

Emperor: Have you something more to say?

Chief Adviser: Your Majesty, since yesterday two weavers from a
©

distant place have been waiting outside the palace to see you.
Emperor: [in an angry tone] Weavers! But I don’t need weavers.
I want good tailors. I want tailors who’ll make me new clothes.
Chief Adviser: Your Majesty, these men say that they’ve found a
secret way of weaving the finest silk cloth and making the most beautiful
to

clothes from the cloth that they weave. They claim to be magic tailors.
Emperor: Magic tailors! Who make the most beautiful clothes! Then,
why are you wasting your time here? Go and bring them in at once.
t

[The Adviser goes out. The two weavers enter the court and bow to
No

the Emperor]
Emperor: Come in, come in, my men. I hear you have some very fine
clothes to show me. The clothes that you make must be very wonderful
indeed!
First Weaver: They are, Your Majesty. But before we begin our work,
we require a large quantity of the finest silk and the purest gold thread.

116
 Second Weaver: And we must also have several jewels to sew on
Your Majesty’s new clothes.
Emperor: Of course, of course. My Chief Adviser will provide for you
whatever you want. You’ll be given a room in the palace to make the new
clothes, and you shall not leave the palace till you have completed the
work. I shall wear the new clothes in the procession that I am expected
to lead, two days later.

ed
First Weaver: Pardon us, Your Majesty, we have no new clothes
just now to show you. We’ve come here to explain to you that we’ve
discovered a magic way of making the most beautiful silk cloth.

ish
Second Weaver: Which is so finely woven, and has so many rich
colours and also such attractive patterns that only a great Emperor like
re S
you can wear clothes made from it.

bl
B
Emperor: [flattered by this compliment]: Well, well, well! Tell me
something about the clothes you make from this wonderful cloth.
pu
be T

First Weaver: Your Majesty, if you wear a suit made out of this
K

cloth, only wise men can see what you are wearing, but fools will not
be able to see it at all.
©

Second Weaver: And by wearing these clothes, you will be able to

judge your ministers and your officers very easily. Only those who are
clever and fit for their jobs will see what you wear. Those who’re foolish
and unfit for their work will not see anything.
Emperor: Excellent! Excellent! [speaking to himself]: By wearing a
suit made from their cloth, I’ll not only get a new set of clothes, but I’ll
to

also be able to find out who are fit to manage the affairs of my kingdom
and who are not.
SCENE - II
t
No

[Next day in the evening : A room in the palace]

[The two weavers are seen working on the looms pretending to weave.
They had put away in their bags all the fine silk, the gold thread and
the jewels which were given to them for making the new clothes]
Chief Adviser: [enters the room, speaking to himself] His Majesty
has sent me here to find out how the weavers are getting on with their

117
 work. They seem to be working very hard. But where is the cloth on
the looms? Good heavens! I can’t see anything on the looms.
First Weaver: Ah, there you are, Sir. We were expecting you. Step
this way, step this way, if you please.
Second Weaver: [pointing to the loom and pretending to handle the
cloth they were supposed to be weaving] Don’t you like the pattern, Sir?

ed
The circles and the flowing lines are good, aren’t they?
Chief Adviser: [completely puzzled] The circles and the flowing line?
Yes, yes, they are very good.

ish
First Weaver: And the colours! We hope the Emperor will like the
dark red and sky blue colours on the gold background.
re S
bl
Chief Adviser: [more confused than before] Dark red! Sky blue!
B
And the gold background! I must remember this, yes. I’m sure that His
pu
be T

Majesty will like the colours very much.

Second Weaver: You may tell His Majesty how hard we’ve been
K

working. But we need some more silk and gold thread to complete the
©

work, and some more jewels to sew into His Majesty’s new clothes.
Both The Weavers: [together] Thank you, Your Excellency.
Chief Adviser: [speaking to himself, as he leaves the room] Heaven
help me! There was nothing on their looms. But the weavers had said,
“Only wise men can see the clothes that we make. Those who cannot
see them are fools or unfit for their jobs. Am I a fool? Am I unfit for my
to

post? I must send my Special Assistant to see what really is happening

here.”
t

[After the Chief Adviser goes, the two weavers dance round the stage
No

for some time laughing at the success of their trick]

SCENE - III
[Next day in the evening: A room in the palace]
[The Special Assistant enters the room. He shows a great surprise
when he sees the two weavers working on the two looms with no trace
of any cloth or thread on it]

118
 Special Assistant: [speaking to himself] Good Heavens! What are
these two weavers doing? I don’t see any cloth anywhere.
First Weaver: [seeing the Special Assistant] Ah, Sir step this way,
step this way, if you please.
Second Weaver: We hope the work we’ve done will please you, as
it has pleased the Chief Adviser.
Special Assistant: The Chief Adviser told me that he was very happy

ed
with your work.
First Weaver: Look and see how beautiful the circles and the flowing

ish
lines are!
Second Weaver: And the colours; the dark red and the sky blue
re S
on the gold background.

bl
B
Special Assistant: [Tacking them on his fingers] Dark red, sky blue,
gold background. Yes, they are very good. But His Majesty would like
pu
be T

to know when the new clothes will be ready.

K

First Weaver: We’ll be working on the looms the whole night now.
Second Weaver: Tell His Majesty that the new clothes will be ready
©

tomorrow morning.
Special Assistant: Thank you very much. His Majesty will be very
happy to hear that. [Speaking to himself as he goes out] Oh Lord help
me! Am I a fool? Am I unfit for the job? I don’t know, but I must keep
the secret to myself.
SCENE - IV
to

[The Palace Hall]

[The Emperor enters the Hall followed by the Chief Adviser, the
t

Special Assistant and other courtiers. The two weavers come in bowing
No

to the Emperor]
First Weaver: [Coming forward to the Emperor pretending to hold
the invisible clothes in his hands and bowing to him] Here, Your Majesty,
are the coat and trousers, which you will wear in the procession.
[The Emperor nods his head and the First Weaver goes back to his
place]
Second Weaver: [comes forward to the Emperor pretending to hold

119
 the coat in his hands] And here, Your Majesty, is your coat which you
will wear over the suit.
[The Emperor again nods his head, and the second weaver goes
back to his place]
First Weaver: May we request Your Majesty, to come to the dressing
room so that we may help you to wear the new clothes?
[The Emperor gets up from his chair and all the courtiers also stand

ed
up. The Emperor then goes into the dressing room. There is some
noise made by the rustling of the clothes and the low voices of the two
weavers are heard for some time]

ish
Chief Adviser: [going towards the dressing room and speaking from
outside in a loud voice] Your Majesty, the people are waiting outside to
re S
see you in your new clothes. It’d please them very much if you show

bl
B
yourself on the balcony before the procession sets out.
Emperor: [speaking from the dressing room] Certainly, certainly,
pu
be T

my good Chief Adviser. I’ve just put on the wonderful clothes these
K

tailors have made for me. I’ll come as soon as I am ready.

[The Emperor is seen coming out of the dressing room almost naked
©

and walking through the hall towards the balcony.

The courtiers show great surprise to see the Emperor having little
clothes on his body. But no one says anything because they have been
told that only wise men will be able to see the Emperor’s new clothes, and
the fools and the people who are unfit for their post will not see them.
to

Loud cheers are heard from the crowd standing on the road outside.
When the Emperor reaches the balcony, cheers stop all of a studden
and there is pin-drop silence. Then the voice of a little child is heard
t

crying out with laughter, “Look, look Daddy, the Emperor has no clothes
No

on at all. Has the king become very poor? Doesn’t he have money to
buy clothes”? ]

Glossary :
try out : a period of time spent trying a new method,
tool, machine etc., to see if it is useful.
suit : a set of clothes made of same the material.

120
 “your Majesty” : address used when talking to a king or a
queen
banish : to send someone away permanently from
one’s country or area as an official
punishment.
tone : the way your voice sounds which shows how
you are feeling or what you mean.

ed
claim : to state something is true, even though it
has not been proved yet.

ish
indeed : used to emphasize a statement or answer.
of course : used as a polite and friendly way of agreeing
to something.
re S
expect :
bl to think that something will happen because
B
it seems likely.
pu
be T

pardon : word used to say ‘sorry.’

K

discover : find out something new.

flatter : praise someone in order to get something.
©

compliment [n] : words expressing praise.

affairs : public or political events and activities.
excellent : extremely good.
fond of : like something / someone very much
pretend : behave as if something is true, act.
to

heaven : place where God is believed to live.

Good heavens! : interjection used to express surprise,
t

especially when one is annoyed.

No

pattern : way, design

puzzle [v] : to confuse someone.
jewels : valuable objects used for decoration.
progress [v] : improve, develop.
trace [v] : find someone/something that has
disappeared.

121
 tack : to fasten piece of cloth together with long
loose stitch before sewing.
a pair of trousers : pants.
nod : move one’s head up and down to say that one
agrees.
rustle : noise produced when leaves, papers and
clothes rub against one another.

ed
naked : not wearing anything.
cheer : shout as a way of showing happiness.

ish
C1 Some statements are given below. Some are true and some
are false. Tick off ‘T’ or ‘F’ before them. Also indicate the
re S
scene number in which you can find your answer True. Two

bl
B
examples are done for you.
pu
be T

1. I want tailors who will make me new magic clothes.     T [S-1]
2. We require a large quantity of the finest silk and the purest gold
K

thread.                        T [S-1]

©

3. I shall wear the new clothes in the coronation that I am expected

to lead. [S- ]
4. Only the gentlemen who are fit for their jobs can see the
clothes. [S- ]
5. I must send my special assistant to see what really is
happening here. [S- ]
to

6. The courtiers showed great surprise to see the Emperor.

[S- ]
t
No

7. When the Emperor reached the balcony there was pin-drop

silence. [S- ]
C2 Some important events in the play are given in a jumbled
order. Put them in the order in which they are in the text.
1. The Emperor wears the new clothes and walks towards the
balcony.
2. The Chief Adviser visits the looms to inspect the weaving.

122
 3. The Special Assistant pays a visit to see how the weavers are
preparing the new clothes.
4. The Emperor wants a different set of clothes.
5. He orders to find a new tailor to stitch his clothes.
6. The Emperor is fond of wearing new clothes.
7. The two tailors visit the palace.

ed
8. A little child cries out that the Emperor has no clothes on.
C3 Four alternatives are given for each of the following questions/

ish
incomplete statements. Choose the most appropriate one.
1. The Emperor was fond of ………
re S
a) hunting the wild animals b) attending meetings

bl
B
c) wearing new clothes d) weaving new clothes
2. The tailors who came to the Emperor palace claimed that they
pu
be T

were:
K

a) great tailors b) ordinary tailors

c) special tailors d) magic tailors.
©

3. The weavers told the Emperor that they required ………..

a) the finest silk and the purest gold thread
b) the finest cotton and silver thread.
c) the costliest diamond and muslin cloth.
d) gems and copper thread.
to

4. According to the weavers, the clothes made by them could not

be seen by ……….
t

a) gentlemen fit for their jobs

No

b) fools unfit for their jobs.

c) wise men fit for their jobs
d) people fit for wearing them.
5. Who cried out with laughter that the king has no clothes on at
all?
a) the chief adviser

123
 b) the first weaver
c) a child
d) the special assistant.
Read and Write :
C4 Read and discuss your responses with your partner. Then
write.

ed
1. Why was the Emperor not able to give much time to the
business of his kingdom?

ish
2. Why did the Emperor want a new set of clothes every day?
3. What did the Chief Adviser tell the Emperor about the two
weavers?
re S
bl
4. What did the two weavers say about the magic way of making
B
beautiful silk cloth?
pu
be T

5. How would the clothes made of the magic cloth be different from
the ordinary clothes that people wear?
K

6. Why did the Emperor think that the weavers had given him an
excellent idea?
©

7. What conditions did the weavers lay down for starting the work?
8. How did the two weavers start their work on the two looms?
9. Why was the Chief Adviser greatly surprised when he first saw
them working?
10. How did the weavers try to confuse the Chief Adviser?
to

11. What made the Chief Adviser feel worried about his own fitness
for the post he was holding?
t

12. What was the terrible experience of the Adviser’s Special

No

Assistant?
13. How did the two weavers pretend to make the Emperor’s new
clothes and help him wear them?
14. Why did the Chief Adviser request the Emperor to show himself
on the balcony?
15. What was the Emperor’s reply to his request?

124
 16. How did the courtiers behave when the Emperor walked towards
the balcony almost naked?
17. What happened when the Emperor reached the balcony?
C5 Answer each of the following questions in a paragraph.
1. The Emperor has been described as proud and foolish. But he
has another serious weakness which is shown in his behaviour
towards his Chief Adviser. Write a paragraph describing the

ed
Emperor’s character.
2. Imagine you are the child who laughed at the king at the end

ish
of the story. Narrate the scene to your friends, and write the
narration.
3. The weavers tricked the Emperor. Do you think what they did
re S
bl
was right?
B
Vocabulary :
pu
be T

V1 Look at the following opposites.

K

1. useful × useless 2. powerful × powerless

3. hopeful × hopeless 4. helpful × helpless
©

5. worthy × worthless 6. careful × careless

Note : The suffix – less means ‘without’ as in – noiseless [without
noise], purposeless [without purpose].

Now make as many phrases as possible and use them in sentences

to

of your own. One example is done for you.

e.g. book 1. Sham has given us a useful/
useful advice useless suggestion
t

or product
No

2.
useless purpose 3.
agreement
discussion 4.
information 5.
suggestion 6.
7.
8.

125
 V2 Read the following phrases given in the web-diagram.

F r o m t h e w e b - d i a g r a m Off Out
In
frame phrases like Set up…
First, match them with their
meanings given in brackets.
Then fill in the blanks. [start

ed
on a journey, to put down in
writing, be opposed to, trigger,
begin, established]

ish
Use the correct form of the
phrasal verbs given in the
web diagram and fill in the
re S
bl
blanks appropriately.
B
Set
1. Why don’t you ……… your
pu
be T

ideas on paper?
K

2. Ravi and Raju have ………

on a journey round the world.
©

3. How long will you take to

……this machine?
4. Suma ……. herself ……..
going to University.
5. If we all …….., we can finish
Down Up Against
the cleaning in an hour.
to

6. I have to buy some woollens

before the cold weather ………
t
No

126
 V3 Read the sentences and match them with their meanings.

1. Take a day off, Kavya. a. angry, unfriendly.

2. Mysuru is still five miles off.
b. starting on a journey.
3. Asha is off to Mangaluru
tomorrow. c. away, distant in time.
4. Shoes are on sale with 20% off.

ed
d. away, distant in space.
5. The bullet went off the target.
6. The holidays are not so far off e. away from work or duty.

ish
now. f. reduced in price cheaper.
7. Veena was a bit off with me
g. away from the aim.
this morning.
re S
bl
B
V4 Read the table and study the example. Different forms of the
words are given below.
pu
be T

Different forms of words

K

Nouns Verbs Adjectives Adverbs

©

success succeed successful successfully

successor succeeded unsuccessful unsuccessfully
succeeding

Now frame sentences using each of these word forms.

to

e.g. The scientist was successful in his efforts.

V5 Fill in the blanks with the correct form of the words in
brackets. One example has been given for you. Write different
t

forms of words and frame one example for each form of word.
No

1. The dog was ……………………………. [name] Tommy.

2. I’m ……………………………[hope] that you’ll succeed this time.
3. His love was only a …………………………[pretend] to cheat me.
4. The child was …………………………..[health] and good-looking.
5. It is our duty to …………….. [service] our parents in their old age.
6. Parents should ………… [education] their children to behave well.
127
 V6 Fill in the blanks using the appropriate form of the words given in
brackets.
We had a ………… [wonder] holiday at Ooty last summer. The
weather was ……….[cool] most of the time. We had ……… [please]
showers almost daily. The food was ………. [delicious], but father
thought it was rather ………[spice]. The people were ………. [friend]
and the scenery was extremely ……….[attract]. We took a lot of ………..

ed
[beauty] photographs of the hills and valleys. One night we watched a
show of folk dance and music. Oh, it was so ………… [entertain]! On the
last day, we went to the State Emporium and bought some ………………..

ish
[art] things made out of wood.
V7 Rewrite the following sentences after making necessary
corrections.
re S
bl
1. The news are very good.
B
2. There are 26 letters in the English alphabets.
pu
be T

3. Please give me some informations.

K

4. I have bought some furnitures last week.

5. Politics are the last resort of scoundrels.
©

6. There are more sceneries in the paintings.

Note :- The following words are generally used in the singular:

furniture, alphabet, scenery, machinery, information, vocation, hair.
The following words have plural form but take a singular verb:
to

physics, politics, economics, news, innings, headquarters.

A. Listen and Speak

t
No

Diphthongs /ɪə/, /eə/ and /ʊə/

Task 1.­ Teacher says these words. Listen and repeat after each word.

fear, sheer, cheer, mere, hear

What is the common sound in all the words? Yes, it is the

diphthong sound /ɪə/.
128
 Task 2. Teacher says these words aloud. Listen and repeat after each word.

pair, chair, rare, hare, fair

What is the common sound? Yes, it is the diphthong sound /eə/.

Task 3. Teacher says these words aloud. Listen and repeat after each
word .

ed
Poor, sure, tour, pure

ish
Can you hear the common sound? Yes. It is the diphthong /ʊə/.

Now you have been able to identify three more diphtongs /ɪə/,/eə/and/ʊə/.
re S
bl B. Spoken English
B
Situation
pu
be T

(Keshav has come back after attending an interview.)

K

Father : You look tired, Keshav. What happened?

Keshav : One of them asked me when I passed B.A.
©

Father : And then?

Keshav : Another fat lady asked me if I had ever played
football. Others started asking me the rules of
the game, silly.
Father : Who is silly? They or you?
to

Note: Reporting what happened or what transpired earlier has many forms.
* He said that ................
t

* They asked me if ................

No

* She wanted to know how I ................

* They directed me to go along that...............
* Manoj replied that ....................
C. Reading
Task 1. Read the following passage and answer the questions.

129
 Man -The enemy
Man is an enemy of many animals.
Baby seals are clubbed to death for their skins.
Crocodiles are tracked down and their skins are used for hand bags and
shoes. Elephants are destroyed for their ivory which is used for Jewellery.
Whales are hunted for their oil.

ed
The whole species is being endangered to satisfy man’s love for fashion.
Questions: Make a list of the animals mentioned above and for what use

ish
they are killed.
Animals Use
re S
bl Elephant - Jewellery
B
............... ...............
pu
be T

............... ...............
K

............... ...............
©

The above passage deals with man as an enemy of animals.

Task 2. Read the passage and fill in the table with facts about cats and dogs.
One is done for you.

Inferential comprehension
to

Domestic cats belong to the family of tigers, whereas domestic dogs belong
to the family of wolves. Cats are very familiar with the area they live in. It helps
t

them to find the best place to hunt. Hence a domestic cat remains faithful to its
No

home area and it hunts alone. Wild dogs hunt in groups, share their food and
co-operate with one another. Hence domestic dogs are faithful to their masters.
Their body language too is unique in many ways. Cats arch their back and try to
look large when they are angry, whereas dogs pull their lips back and show their
teeth when they are angry. Cats and dogs do have some special skills. A cat can

130
 fall from a significant height but still survive without much injury. A dog guards
the property as it is faithful to its master. It can sense any smell in no time.
Cats Dogs
Family
Faithful to ×

ed
Hunting habits ×
Body language arch their back, try to pull their lips, show

ish
(In anger) look large their teeth
Special skills
re S
bl D. Grammar
B
Reported Speech
pu
be T

Task 1. Read the conversation between Alladin and a stranger.

K

Stranger : Are you Mustafa’s son?

Alladin : Yes Sir, I am, but my father is dead.
©

Stranger : Don’t worry, my son ! This is indeed a sad news. I am your father’s
brother. Go and tell your mother.
(Now Alladin went to his mother)
Alladin : Mother, there is a gentleman at the door. He says he is my uncle.
Should I bring him in?
to

Fill in the blanks in the paragraph given below using the clues given :
Note : The above conversation is in direct speech.
t

Alladin met a stranger who asked him ...................... Alladin told him ..............
No

dead. The stranger consoled him saying ............ and told him .............. . He further
informed him ............ brother and asked him ..................... Alladin went and told
his mother that there was a stranger at the door who said he was his uncle. He
further asked her ................
Clues
1. that he was, but his father was
2. not to worry
131
 3. if he should bring the stranger in
4. to go and tell that to his mother
5. if he was Mustafa’s son
6. that he was his father’s
7. that it was indeed a sad news.
Note: (The two ways of expressing.)

ed
Task 2. Now express the following sentences in the reported speech:
1. Kiran said to Reshma, “I’m enjoying my new job.”

ish
2. “Renu has invited us to the party,” said Reshma.
3. Kiran said, “We must attend the party. Let’s plan for it.”
re S
bl
4. Kiran’s father said, “You must visit your grandmother more often”.
B
5. Reshma said, “We are planning to visit her coming Sunday”.
pu
be T

6. “Last month you were busy. So you dropped the idea,” said Kiran’s mother.
K

E. Writing
©

Punctuation.
Task 1. Look at the following sentences, and observe how the commas
are used.
1. Sarojini Naidu, the Nightingale of India, was born in Hyderabad in 1879.
2. Indira Priyadarshini, daughter of Jawaharlal Nehru, became as famous
to

as her father.
Note : A comma is used in writing to denote a pause.
t

Task 2. Insert commas wherever necessary :

No

1. Sir John Smith the Vice Chancellor arrived just now.

2. As the teacher entered all the students stood up.
3. “John when will you come?” said Prema.
4. Not knowing whom to address he kept silent.
5. If you do not know the answer ask the teacher.

132
 Task 3. Read the following sentences. Observe the use of apostrophe (’)
1. We celebrate Children’s Day on November 14th every year.
2.
Teachers’ Day is celebrated on September 5th every year.
3. This is men’s wear and that is women’s wear.
4. “The Emperor’s New Clothes” is a play.

ed
5. A Nation’s Strength is a meaningful poem.

ish
Note : Apostrophe (’) is used to show possession. Usually they are used with
living beings.
re S
bl
Task 4. Use apostrophe (’) wherever necessary in the following paragraph.
B
Aristotle was born in Stagira, a Greek outpost on the Macedonian coast.
pu
be T

His father was a doctor in the court of Philip II of Macedon. When Aristotle
K

was about 17, he left for Athens where he became a pupil of Plato. He stayed in
©

Platos Academy in Athens for 20 years, first as a student and later as a teacher.
Then he was invited back to Macedon to tutor Alexander, Philips son.
Aristotles enthusiasm for wisdom and for free expression of ideas greatly
influenced the young prince, and clearly played a role in eventually making him
Alexander the Great.
to

Interestingly, Socrates disciple was Plato, Platos disciple was Aristotle, and
Aristotles disciple was Alexander the Great.
t
No

Suggested Reading :
The Man Who Knew Too Much - Alexander Baron

********

133
 POETRY
MACHINE
- Rudyard Kipling

IRA R ead what Encyclopedia Britannica has to say about a

Machine and answer the questions that follow.

ed
A device that amplifies or replaces human or animal effort to
accomplish a physical task. The first five simple machines are : The lever,
the wedge, the wheel and axle, the pulley, and the screw; all complex

ish
machines are combinations of these devices. The operation of a machine
may involve the transformation of chemical, thermal, electrical or nuclear
energy into mechanical energy, or vice versa.
re S
bl
* Name a few machines that we use. How do they run or work?
B
* “Man has learnt how to sail on the seas, how to fly in the sky, and
pu
be T

how to reach the moon; but, he has not yet learnt how to live on this
earth” is a famous statement. Do you agree? Have a discussion with
K

your partner in the class.

* Some words are given in the box. Classify them into words used
©

in Mechanics and words used in Biology. Note that some may be used
in both.
You may consult a good dictionary to do this.
emu, cog, nut, wedge, bear, mouse, furnace, tool, boar, rhino, file,
ray, turtle, mink
to

[Rudyard Kipling [1865-1936] is an Indian born

British novelist, short-story writer, and poet. He was
brought up in England, but came back to India and
t

worked as a journalist. His famous works are :

No

Barrack – Room Ballads, Kim, Captain Courageous.

His books “Just 50 stories” and “Puck of Pook’s Hill”
are very popular. He was awarded the Nobel Prize
for Literature in 1907.
This poem, imagined to be recited by machines,
draws our attention to their giant strength as well as
Rudyard Kipling
to their limitations.]

134
 ed
ish
re S
bl
B
pu
be TK

Machine
©

Now read the Poem :

We were taken from the ore-bed and mine,
We were melted in the furnace and the pit,
We were cast and wrought and hammered to design,
We were cut and filed and tooled and gauged to fit. 4
to

Some water, coal and oil all we ask,

And thousandth of an inch to give us play;
And now if you will set us to our task,
t

We will serve you four and twenty hours a day! 8

No

We can pull and haul and push and lift and drive,
We can print and plough and weave and heat and light,
We can run and jump and swim and fly and dive
We can see and hear and count and read and write!

12

135
 But remember, please, the law by which we live,
We are not built to comprehend a lie
We can neither love nor pity nor forgive,
If you make a slip in handling us you die! 16

Though our smoke may hide the Heavens from our eyes,
It will vanish and the stars will shine again,

ed
Because, for all our power and weight and size,
We are nothing more than children of your brain! 20

ish
Glossary :
ore-bed : rock, metals are mined from the ore-bed
re S
melt
bl
: to become or make something become liquid as a
B
result of heating.
pu
be T

mine : places underground from where minerals are

dug out.
K

cast : mould, like cast-iron

©

wrought : shaped
file : to cut or to shape something
gauged : measured
to give us play : to make us run, work
haul : pull with force
to

comprehend : understand
make a slip : make a mistake, or make an error
t

Heavens : sky, here it also means supreme power,

No

God
smoke : cloud of gas, here it also means misunderstanding
vanish : disappear

136
 C1 Answer the following questions and share your responses
with your partner.
1. Look at the first stanza. See how a machine made of a metal
goes through a process in the making. Fill in the empty boxes
with the appropriate steps.
1 2 3 4

ed
mined

5 6 7 8

ish
hammered filed

re S
9
bl
B
gauged
pu
be T

2. What do simple machines need to start working?

©

3. Name at least five machines or mechanical devices, and write

how they are useful to man.
e.g. an iron box – for ironing clothes.
4. What can a machine not do? [stanza 4]
5. What is the risk, if the machine is mishandled? [stanza 4]
to

Read and Write:

C2 Read and discuss with your partner. Then write.
t

1. How are machines and human beings different? Study the last
No

stanza and write.

2. Do you observe any rhyme scheme in each stanza? If you do,
write the words that rhyme together.
e.g. ask-task, play-day [second stanza]
3. List all the words that suggest motion.
e.g. pull, jump

137
 4. Note how the word like ‘and’ is used in the poem. Also, identify
other words and phrases that are repeated. What is the effect
of such repetition?
Additional Reading:
Read the following, a translated version of a Kannada poem.
Do you find any thing common between this poem and the poem
“Machine”? Have a discussion in the class.

ed
Million Million Years Later

ish
It seems ages and ages ago
There was a planet called the Earth.
There lived some creatures called men
re S
They were well known for their mirth.

bl
B
Somehow they managed to reach
pu
be T

The Moon, the Mars and Venus,

And after settling for a while
K

They bombed the Earth to pieces.

©

From these to other stars

Far into space they ventured.
It seems on some Milky Way
All their souls were punctured.

Now there is not a single seed

to

Oh Ma, even for curiosity’s sake;

And God does not want to create them again
t

And repeat the same old mistake

No

- A Kannada Poem by V.G. Bhatta.

Translated by : Sumatheendra Nadig
Suggested Reading :
Humming Bird - D.H. Lawrence [Golden Treasury – P435]

*****
138
 UNIT-8
MOTHER EARTH

ILA Your teacher reads a story. Listen to it. Then answer the fol-
lowing questions :
1. Name any one trick which the magician says he can perform.

ed
2. Usually how does a magician play a trick?
3. Do you think a magician can grow many kinds of mangoes on

ish
a single tree?
IRA Read the following and answer the questions given below.
re S
1. In the photo you see Haji Kalimullah Khan

bl
B
from Mallihabad, U.P. He has grown 300
different kinds of mangoes on a single tree.
pu
be T

Recently he won the Padmashri award for this

and he also finds his name in the Limca Book
K

of Records. He talks so lovingly about his

orchard and his trees as if he were talking about
©

his own children.

2. Khan’s prized tree is about 100 years
old. He has been growing different varieties Haji Kalimullah Khan
of mangoes on it since 1987. Recently he has
developed five more new varieties of mangoes on the same tree.
to

3.The craft developed by him has become a mystery for researchers

and agriculturists alike. They are immensely surprised by his work.
One of his precious creations is a tree in the Mughal Garden at the
t

Rashtrapati Bhawan, flowering 54 kinds of mangoes. The ten feet tall

No

tree was brought from his garden to Delhi in 1999 as a present to the
President.
Questions :
1. What is Haji Kalimullah Khan’s main achievement?
2. How has the Government recognised his achievement?
3. Say which words are used to mean the following :

139
 1. greatly 2. unbelievable event
3. of late 4. kinds
5. technique
Now read the text silently.

PROSE

ed
LUTHER BURBANK
[Luther Burbank is a well known U.S. plant

ish
breeder. Influenced by Charles Darwin’s
writings on domesticated plants, he set up a
nursery garden, green house, and experimental
re S
farms in Santa Rosa, California and worked

bl
miracles. This write-up describes how Luther
B
Burbank achieved his ambition of growing and
pu
be T

grafting varieties of fruits and vegetables.]

[Source : Britannica Encyclopaedia]
K

1. What does the world call a man who turned

©

a yellow flower into red; who made the seeds

of plums disappear; who caused desert
cactus to grow a thousand times faster; who
made a blackberry white; and who grew 500 Luther Burbank
different kinds of cherries on one tree? Was
he a master gardener, a skilled plant grower, a talented and patient
breeder, or a miracle working magician?
to

2. The man responsible for controlling nature in these and countless

other ways has been awarded many titles, but essentially he was a
simple, hard working scientist named Luther Burbank.
t
No

3. Though Luther Burbank is no more, the products of his genius

continue to play a part in the day-to-day lives of people throughout
the world. His influence prevails in the scientific community among
those who work in the fields of agriculture, horticulture, forestry
and livestock. His most important contribution, however, is a lovely
flower that never existed before him. Also, he developed a fruit or
vegetable the taste of which was improved with his experiment.
4. Burbank was born on March 7, 1849 and was brought up on a

140
 farm in the State of Massachusetts. He was attracted towards the
wonders of nature and learned the techniques of growing various
crops and plants during his early years. But when he read Darwin’s
“Variation of Animals and Plants under Domestication,” he decided
to devote his life to grow new varieties of plants.
5. When Burbank was 21 years old, he started market gardening. He
was successful in selling the high quality vegetables that he grew on

ed
his farms. One of his experiments was, he planted 29 seeds from
an early rose potato plant. He produced a new variety of seed. It
became very popular among the local farmers. Its superior quality

ish
came to be known throughout and today, this potato is called”Idaho
Potato.” It is grown on thousands of acres in North-Western U.S.
6. Burbank found that the climate of his native place was not suitable
re S
for his work, and at the age of 26, he moved to the State of California,

bl
B
where the weather was mild, and the soil was rich and varied.
Burbank never hesitated in the pursuit of the goal he had set for
pu
be T

himself. He carried on his experimental and original work on plants

for more than half a century on “Santa Rosa” near the city of San
K

Francisco. He described his new home as “The chosen spot” of all

this earth as far as nature was concerned.
©

7. Normally, his experiments were based on three basic techniques.

First, he would collect different kinds of domestic plants and bring
in many foreign varieties of plants. When they were grown under
different conditions, they would prove strong, plentiful, or hard or
else, show other desirable changes or new qualities.
8. Secondly, he grew many varieties of fruits, flowers and vegetables
to

by changing water, food supply, temperature, light or space.

Other variations were achieved by crossing plants, which had very
dissimilar qualities.
t
No

9. After the production of many varieties, Burbank came to the final

step. That was, he could recognise and select the plants which
showed desirable changes. He could also choose them for further
experiments.
10. His unending patience was tested all the time. At the end of his
successful attempt to produce a white black berry [he called it the
paradox], he set fire to all the rejected seedlings. That pile was
12 feet high, 14 feet wide, 22 feet long, and had contained 65000

141
 two to three year old berry bushes! How many had he decided to
keep for further study? Just less than two dozen!. Throughout his
efforts to force nature to obey his orders, Luther Burbank found
out ways to increase the efficiency of experimentation. An acre on
his farm yielded several thousand different varieties of fruits. This
wonderful achievement was made possible by grafting many twigs
on a single tree. In this manner, he was able to grow, for example,
526 different types of apples on the same tree. It was possible for

ed
him not only to save space but also to speed up his experiments.
Instead of waiting for 15 years for a tree to give fruits, he would graft
a twig from a young plant to a fruit - bearing tree and get fruits in

ish
just two or three years!
11. Burbank carried out more than 10,000 separate experiments
re S
with 600 different kinds of plants. To give a complete list of his

bl
achievements is impossible, but some of his world famous products
B
deserve mention. He developed an improved cherry, a thornless
pu
be T

blackberry, a cactus without thorns that is largely used as food for

livestock, and a Peach tree that can withstand freezing weather. He
K

delighted flower lovers with 73 new flowers including the Shasta

Daisy and a rose that bears his name.
©

12. Naturally, many of his efforts ended in failure. At one time, he crossed
a tomato with a potato. Though a vegetable was produced, it had
no commercial value. But his devotion was so deep and strong
that nothing could disappoint him. In the present times, miracles
are happening in steel mills, automobile factories, and markets of
commerce and industry. Burbank worked with the simple elements
of nature to produce effects that were as remarkable as shiny cars,
to

bridges, tunnels and singing wires.

Glossary :
t

plums : an oval shaped fleshy fruit, usually

No

purple or yellow when ripe.

desert cactus : thorny desert plant
blackberry : a black fleshy edible fruit
breeder : producer of new and better kinds of
animals and plants.
miracle : extraordinary event attributed to
supernatural agency. ¥ÀªÁqÀ
horticulture : the art of growing fruits, flowers and vegetables

142
 livestock : farm animals
bring up : to raise
devote : give over oneself to a particular purpose
early rose potato : a variety of potato plant
rich : fertile
hesitate : show indecision or uncertainty
pursuit : The act of continuing or proceeding on a
course of action.

ed
plentiful : abundant, sufficient quantity or number
hardy : tough
variation : a thing that differs from one type

ish
variety : different plants of a species, ªÉÊ«zsÀåvÉ
seedling : a young plant especially raised from
re S
seed and not from a cutting
pile
bl : heap of things laid up over one another, UÀÄqÉØ, ¨ÉuÉ
B
efficiency : the quality of being capable
pu
graft : take a piece of living material from one
be T

plant and grow it plant or animal

K

thorns : a stiff sharp pointed projection on a plant, ªÀÄļÀÄî

bear : produce, yield [fruit] etc.
©

commercial : related to market

cross : an intermixture of varieties of plants
shiny : having a shine
tunnel : a way underground ¸ÀÄgÀAUÀ
automobile : related to vehicles
remarkable : uncommon
twig : small shoot on or at the end of a branch of a tree
to

freezing weather : very cold weather, temperature reading below 00C.

delighted : felt happy
Santa Rosa : a place near San Francisco
t

Shasta Daisy : a kind of flower

No

C1 Answer the following questions and share your responses

with your partner :
1. Name the fields in which Luther Burbank’s influence prevails
2. When was Luther Burbank born?
3. What was Luther Burbank’s goal in life?
4. Name the book that helped Burbank to decide on his goal of life.

143
 5. Mention the name of the new variety of potato plant grown by
Burbank.
6. How was the weather in the State of California?
7. How many varieties of fruits did Burbank grow on an acre of his
farm?
8. What is grafting?

ed
C2 Which of the following things was Burbank able to do because
of his experimentation? [Tick off [ √ ] against the true state
ments, and [ × ] against others.

ish
a] growing hundreds of varieties of apples. [ ]
b] spending 15 years for a tree to bear fruit. [ ]
re S
bl
c] Making a young plant yield fruit in a year or two [ ]
B
d] growing about 526 varieties of apples in an acre of
pu
his farm [ ]
be T

Read and Write :

K

C3 Read and discuss your responses with your partner. Then

©

write.
1. How did Burbank’s genius benefit the life of the common man?
2. Why did Burbank move from Massachusetts to California?
3. What did Burbank call his new home? Why?
4. How did grafting help Burbank in his experimentation?
to

5. In what way did Burbank save space and speed up his

experiments?
6. What were Burbank’s experiments on cherry, blackberry, cactus
t

and shasta daisy?

No

C4 Write a paragraph on each of the following.

1. Write a note on Burbank’s early life.
2. Describe the three techniques on which Burbank’s experiments
were based.
3. How did Burbank react when some of his efforts ended in failure?

144
 Vocabulary :
V1 Look at the following phrases and see how the two words go
together. They are collocative words.
1. sunny weather 2. smiling face
3. hard-working scientist 4. improved cherry
Now fill in the blanks with the most appropriate describing words

ed
given in the box below. For a few, you may have more than one
combination.
1. ________ community 2. ______________ soil

ish
3. ________ blackberry 4. ______________ cactus
5. ________ attempt 6. _______________ value
re S
bl
B
desert, commercial, successful, scientific, thorn less, rich, white
pu
be TK

V2 Given below are some names. Classify them into categories

of flowers, fruits and vegetables. You may consult a
©

dictionary / encyclopaedia if you need.

orange, plum, neem, desert cactus, mango, blackberry, banana,
brinjal, potato, cherry, lemon, apple, grapes, jasmine, lotus, shasta
daisy, marigold, rose, tomato, peach, watermelon, carrot

Fruits Vegetables Flowers

t to
No

A. Listen and Speak

Diphthongs /aʊ/ and /əʊ/
Task 1. Teacher says these words aloud. Listen carefully and repeat after
each word.
145
 now, how, cloud, scout
load, doubt, town, tone
What’s the common sound? Yes, it is /aʊ/.
Task 2. Teacher says these words aloud. Listen carefully and repeat after
each word.

ed
so, low, boat, coke, close
snow, choke, goal

ish
Can you identify the common sound in these words? It is /əʊ/ the shorter
form of /aʊ/.
re S
bl
Drunken Monkey Kung Fu Scares Village
B
1. Chikkanayakanahalli : A monkey, addicted to alcohol and often attacking
pu
be T

people, is scaring the wits out of the residents of Shettykere, a village here.
K

2. The monkey was first noticed in the village a month ago. It has taken a
©

liking for alcohol, perhaps due to some mischievous alcohol addicts in the vil-
lages initiating it into drinking. It is now addicted to the brew and often gets high.
It has also become indiscriminate in its eating habits and has put on weight and
become aggressive.
3. Once inebriated, the monkey begins harassing passersby and even attacking
to

them. The aggressive monkey scares even a large crowd. So far, it has attacked
at least 30 persons, and injured many of them. Even dogs are among its victims.
t

4. The monkey, which has made the bus terminal its home, snatches travellers’
No

bags and their belongings. Anyone resisting it is attacked.

5. But pious, if not cowardly they are, the residents see it as an incarnation of
Hanuman, the monkey god, and worship it, but their piety is wearing thin, and
they want someone to get rid of the rowdy Simian.

146
 Questions:

1) Where and when was the drunken monkey noticed first?

2) How did addiction affect the monkey? (See paragraph 2)

3) You may have come across new words in this news report. The words used,
meanings and paragraph numbers in which they appear are given. Find out and

ed
write them in the blanks provided.

ish
eg : attacking .............. (P3) Ans: aggressive

takes away ............. (P4) ........................

re S

bl
Avatar ................. (P5) ........................
B
pu
be T

troubling ............. (P6) ........................

K

monkey .............. (P5) ........................

©

4) Match the phrases with their meanings :

A B

1) scaring the wit out of - avoiding ( )

2) getting high - vanishing ( )

to

3) wearing thin - making one very afraid ( )

t

4) getting rid of - going up the hill ( )

No

5) feeling very difficult - being overdrunk ( )

to do something

147
 B. Grammar

The Passive Voice

Task. Match the names in the left hand column with the discoveries /
inventions / compositions etc. in the right-hand column. Then write sentences
in both active and passive voice using the agent and appropriate verb.

ed
Kalidasa Geeta Govinda

ish
Jayadeva Shakuntala
Tagore Film ‘Tare Zameen par’
re S

bl
Amir Khan Jai Ho
B
Gulzar Harry Potter
pu
be T

J.K. Rowling Geethanjali

K

Galileo Telescope.
©

e.g., Galileo invented the telescope.

The telescope was invented by Galileo.

C. Writing

Task 1. An outline of a story is given below. Complete the story supplying

to

the required words and phrases.

t

A cap seller on his way to market ........... very hot .......... the cool shade of
No

a huge tree .............. takes a nap beside his basket of caps ............... wakes up
.................. basket empty ............... thinks they are stolen ............... noises above
.......... monkeys with caps on ............. desperate efforts to recover the caps ...........
at last snatches his own cap off his head and throws it down ............. monkeys
do the same ........... he picks up the caps .............. happy.

148
 Task 2. Expand any one of following proverbs into 5 or 6 sentences of
your own.

1) A stitch in time saves nine.

2) Jack of all trades, master of none.
3) Prevention is better than cure.

ed
4) Where there is a will, there is a way.

ish
5) All that glitters is not gold.

Suggested Reading :
re S
bl
B
Tar Arrives - Devanoor Mahadeva
pu
be T

Translated by A.K. Ramanujam

K
©

*****
t to
No

149
 POETRY
THE AXE IN THE WOOD

[About the Poet : Clifford Henry Dyment [1914-1971] is a British

poet, critic, editor and journalist. Mostly he wrote on the countryside.

ed
His popular literary works are ‘Railway Game’, ‘Straight or Curly’ and
‘The Axe in the Wood.
The poem is about the harmful effects of poaching, and the

ish
indiscriminate cutting of trees.]
ILA Your teacher will recite a poem for you. Listen to your teacher
re S
carefully and answer the questions given below.

bl
B
1. Who does ‘I’ refer to in this poem?
2. How is the speaker a source of joy to children?
pu
be T

3. Name any two creatures that find comfort from the speaker.
K

4. What do you think will happen to the speaker in the end?

©

Now read the poem, ‘The Axe in the Wood’.

t to
No

150
 I stopped to watch a man strike at the trunk,
Of a tree grown strong through many centuries.
His quick axe sharp and glittering, struck deep,
And yellow chips went spinning in the air.

And I remember how I liked the sight

Of poise and rhythm as the bright axe swung.

ed
A man who fells a tree makes people watch,
for glory seems to crowd upon the axe.

ish
I know the answer to the chance reproach:
How old the tree was, and how dangerous,
re S
How it might fall, how timber in a stack

bl
Had more good in it than a growing tree.
B
pu
be T

But I saw death cut down a thousand men

In that tall lovely legacy of wood.
K

Glossary :
©

strike : deliver or inflict a blow on

trunk : the main stem of a tree as distinct from its
branches
glittering : shining
spin : turn or cause [a person or thing] to turn round
to

sight : view, scene

poise : stable and balanced state
swing : move or cause to move with a curving motion
t
No

glory : fame, praise

reproach : blame
timber : wood prepared for use in building, carpentry etc.
stack : a pile or heap
legacy : something handed down by predecessors,
a gift left by will

151
 wood : tree
chance : casual
to crowd upon : to favour, to eulogize
rhythm : movement with a regular succession of beats
chance reproach : a possible blame
eulogize : to praise very highly

ed
C1 Answer the following questions and share your responses

ish
with your partner :
1. What words in stanzas 1 and 2 mean
re S
[a] 100 years [b] scene?

bl
B
2. Make a list of all the words that are used in the poem to
describe the ‘axe.’
pu
be T

3. Read the following words :

K

trunk, axe, wood, timber, tree.

Which word does not fit into the list above?
©

Strike it out.
C2 Answer the following questions picking up the most
appropriate ones from those given in brackets :
1. What did the man strike the tree with?
[knife, axe, sickle, saw]
to

2. Who were watching the sight of the man cutting the tree?
[women, people, woodcutters, children]
t

3. What did the tree look like?

No

[small, strong, weak, dry]

Read and Write :
C3 Read and discuss your responses with your partner. Then
write.
1. Who do you think ‘I’ refers to in this poem?

152
 2. Why do you think the poet stopped?
3. Which line tells us that the tree is aged?
4. Does the poem mean that cutting a tree is a huge loss for human
beings? Which line supports your answer?
5. Do you think the poet wrote this poem while the tree was being
cut? Support your answer picking up the relevant line/lines
from the poem.

ed
6. Do you think the poet has made his intention clear to the reader
at the end? Which lines support your answer?

ish
7. What message does the poem give us?
8. What do you learn about the trees from this poem?
re S
9. ‘But I saw death cut down a thousand men.’ Explain. What does

bl
B
the poet mean by ‘Lovely legacy of wood.’ ?
10. A sonnet is a poem of fourteen lines. Usually a sonnet has a
pu
be T

rhyme scheme. Is this poem a sonnet? Check whether this

K

poem has a rhyme scheme or not.

Note : [Imagine a boy in your classroom, by name Shashi, is unable
©

to answer even a single question. The teacher gets angry. In his anger,
if the teacher says, ‘Shashi, you’re the Einstein of this class”, does the
teacher really mean what he says? or does he mean the opposite?
Such expressions which say the opposite of what they really mean
are examples of irony.
Read the second stanza carefully.
to

Do you find any expressions of irony in it?

C4 Death lays his icy hands on kings.
t

The tree raised his hands to pray.

No

The above lines are instances of personification where human

qualities are attributed to inanimate objects like ‘death’ and ‘tree’. What
is personified in the last stanza?
Additional Reading :
You have read the poem ‘The Axe in the Wood’ You must have felt
concern for the tree that was cut. See what William Wordsworth feels
about our being blind to the treasure and beauty of nature.

153
 The world is too much with us

The world is too much with us; late and soon

Getting and spending, we lay waste our powers
Little we see in nature that is ours;
We have given out hearts away, a sordid boon!
The sea that bares her bosom to the moon

ed
The winds that will be howling at all hours
And are up-gathered now like sleeping flowers,
For this, for everything we are out of tune. 1

ish
It moves us not, Great God! I’d rather be
re S
A pagon suckled in a creed outworn,

bl
So might I, standing on the pleasant lea,
B
Have glimpses that would make me less forlorn’;
pu
be T

Have sight of Proteus rising from the sea:

Or hear old Triton blow his wreathed’ed horn. 2
K

- William Wordsworth
©

Suggested Reading :
“On Killing a Tree” - Gieve Patel.

*****
t to
No

154
 ed
ish
SUPPLEMENTARY READER
re S
bl
1. The Story of Dharmavyadha - A story from the epic
B
‘Mahabharatha’
pu
be T

2. The Earthquake - A Folk Tale

K
©

3. Lal Bahadur Sastry - A pen sketch of a great Indian

4. The First Woman in Space - A saga of an adventurous woman

t to
No

155
 THE STORY OF DHARMAVYADHA
- From “The Mahabharatha”
1. Once upon a time there lived a person called Kaushika. He was
proficient in the Vedic lore. He wished to surpass everyone in
learning. So forsaking home and parents, he went to a forest and
pursued his studies.
2. One day, he was sitting under a tree studying the Vedas. He was

ed
disturbed by the loud twittering of a crane, perched on a branch.
He glared at the bird which had disturbed him, and at once the

ish
bird was reduced to ashes. Kaushika was sorry that his wrath had
caused the death of a bird. But the realization of his ascetic power
also pleased him and he felt proud.
re S
3. He went to a town nearby; his mind still dwelt on the incident of the

bl
B
bird. He stood before a house and begged for alms, crying aloud,
‘Bhavathi bhikshan dehi’ [Give me alms, mother] The mistress of
pu
be T

the house was attending to her husband who had just come home.
So she took some time to bring the alms. Displeased, Kaushika
K

glared at her. The chaste lady said smilingly, “Kaushika, I am not

a crane for your glare to burn me up”. Her words startled Kaushika.
©

“How did this lady know that I killed the crane?” he wondered. The
woman understood that he was confounded. She said, “You may
have mastered the Vedic lore. But you know not the mysteries of
Dharma. There is one Dharmavyadha in the city of Mithila. You
can learn the mysteries of Dharma from him”. Curious, Kaushika
turned his steps towards Mithila.
to

4. In Mithila, he made his way to

Dharmavyadha’s shop. It was a
meat shop. The vyadha welcomed
t

Kaushika warmly and said, “Come

No

in, come in. That chaste woman

sent you, didn’t she?” The words
of Dharmavyadha stunned
Kaushika. Hitherto Kaushika was
full of conceit, imagining that he
was the only learned man. But now
he realized that it was not so. That
morning, the lady had referred to

156
 his killing the bird. And now this butcher selling meat was telling
him that the lady had sent him. So, he felt, all these were great
persons. With folded hands he requested Dharmavyadha, “Sir,
reveal to me the mysteries of Dharma”.
5. Dharmavyadha replied, “Sir, you are well versed in Vedic lore. How
can I enlighten you? I can only tell you about the path I follow.
To engage oneself in one’s inherent duty, to be truthful, to be

ed
patient and merciful, not to be elated in happiness or depressed
in difficulties, to be engaged in prayer and tapas, to appreciate the
good qualities in others, not to boast, to have bath in sacred rivers,

ish
to visit holy places and to serve our parents, and the guru who has
bestowed knowledge on us, this is Dharma; these are the mysteries
of Dharma.”
re S
6. “I follow the hereditary profession of selling meat, but I kill no

bl
B
animals. I do not cheat in business. So far as I know, I have never
uttered a lie, I have no enemies. More than all these, I serve my
pu
be T

aged parents with devotion. Their blessings are my shield”.

K

7. He then took Kaushika home and showed him his parents and
prostrated before them. Kaushika also bowed to the aged couple.
©

He then bowed to Dharmavyadha and said, “Sir, my arrogance

evaporated today. I was conceited, imagining that I am the only
learned person. I have forsaken my aged parents and caused them
grief. My eyes are opened now. I now realize that my ‘Dharma’ is to
serve my parents. I shall join them and make them happy. I will
try to cultivate the virtues you told me about”. He returned home.
Thereafter, he spent his days in the service of his parents and in
to

teaching others the Vedic lore he had mastered.

8. After narrating this story Sage Markandeya said, “Yudhishtira, in
every division of people, there are enlightened souls who can guide
t

even scholars and masters of Vedic teachings”.

No

Glossary :
proficient : learned
surpass : beat
stunned : shocked
depressed : very sad
grief : sorrow
cultivate : learn

157
 bestowed : given
virtue : good quality
hereditary : inherited by birth, C£ÀĪÀA²PÀ
glared : looked at with anger
confounded : get confused, get mixed up
enlightened souls : learned people

ed
forsaking : leaving
perched : sat
dwelt : thought

ish
wrath : anger
ascetic : divine
re S
alms : food or gifts given to the poor, ©üPÉë
startled
bl : surprised
B
mysteries : secrets
pu
be T

chaste : pure, religious

conceit : false pride
K

Sir : Teacher / a word of respect

inherent duty : primary duty
©

shield : defence
elated : overjoyed

Exercise :
I. Answer each of the following in a sentence or two :
1. Why was Kaushika very angry with the bird?
to

2. Why did the housewife delay in giving alms to Kaushika?

3. Who did she advise Kaushika to meet?
t

4. Why did Kaushika feel stunned at the words of Dharmavyadha?

No

5. What did Kaushika do after his visit to Dharmavyadha?

6. What did Sage Markandeya tell Yudhishtira in the end?
II. Answer each of the following in a paragraph :
1. Narrate how Kaushika felt on listening to the lady.
2. What are the essentials of Dharma, according to Dharmavyadha?
3. What can we learn from the story of Dharmavyadha?
158
 THE EARTHQUAKE
- A folk tale
1. The story I am telling you happened pretty long ago. The place was
close to the Western Sea. There lived a hare under a small palm
shrub at the foot of a bel tree. One day, as the hare was bringing
food to its habitat, an earthhole, a strange fear struck him. ‘If the

ed
earth were to fall to pieces, what would become of me?’ thought he,
almost shivering. It so happened, that at that very moment, a huge
ripe bel fruit fell right on top of the palm shrub. At this, the little

ish
animal jumped straight up into the air, being quite sure that the
earth was indeed falling to pieces around him. He fled madly away
re S
without even looking behind him. Another hare that saw him fleeing

bl
B
asked him : ‘Why are you running away looking so terrified?’ ‘Don’t
ask me,’ said the hare without even looking back. ‘But why, but
pu
be T

why?’ the other repeated, racing after him. ‘ The earth is falling to
K

pieces behind us’, said the first hare, still running.

2. So the other fled after him. In the same way, another saw him and
©

yet another, until a hundred thousand hares were all fleeing after
him. Then a deer saw them, and a boar, and an antelope, and a
buffalo, and a gazelle and a rhinoceros, and a tiger, and an elephant
and all asked : ‘ What is this?’ ‘The earth is falling to pieces!’ was the
reply, so they all joined in the stampede followed by the whole race
to

of each species. In this way gradually, the line of animals stretched

out over a distance of about three miles.
3. Then a huge lion appeared and he saw the wild flight of animals. He
t
No

shouted at them. ‘What is all this? Are you all out of your senses?’
When he was told that the earth was falling to pieces, he thought:
‘There is no question of an earthquake, but I suppose they must
have misunderstood some sound they heard and if I do not make
some great effort, they will all come to destruction. I must save
their lives’ With this he sprang with a terrific speed to the foot of
a hill in front of all the animals and roared thrice at the top of its

159
 voice. They were all frightened out of their wits. They turned about,
huddled up together and stayed where they were. The lion padded
in between their ranks and asked them : ‘Why are you all running
away?’ ‘The earth is falling to pieces,’ said they in chorus. ‘Who has
seen it falling to pieces?’ ‘The elephants know about it,’ some said.
He asked the elephants, but they said: ‘we know nothing about it.
It is the tigers who know that’. ‘The rhinoceroses know,’ said the

ed
tigers. ‘The gazelles do,’ shouted the rhinoceroses. ‘The buffaloes
say so,’ submitted the gazelles. The buffaloes said, ‘we were told

ish
so by the antelopes’. The antelopes added, ‘No, no. Ask the boars’.
The boars pointed towards the deer. But the deer said : ‘We do not
know. Ask the hares.’ When the hares were asked, they all pointed
re S
bl
to one hare and said, ‘This one told us’.
B
4. Now the lion came close to the hare : ‘Oh, it’s you who has spread
pu
be T

this news. Well, is it true that the earth is falling to pieces?’ ‘My
K

lord, most certainly it’s true,’ said the hare. ‘Well, where were you
when you saw this?’ asked the lion. ‘Oh sir, among some palm trees
©

close to the Western Sea. There, while resting under a palm leaf at
the foot of a bel tree, I began to wonder where I would go if ever the
earth should fall to pieces, and lo! At that very moment, I heard the
crash of the earthquake and so I fled as fast as I could’.
5. The lion thought to himself: ‘No doubt a ripe bel fruit fell from above
on to the palm leaf and made the crash, so that this little fellow,
to

on hearing it, thought that the earth was cracking up and he fled.
I had better look into the matter myself’. He thereupon, took the hare
t

aside, and spoke to the vast herd of animals. ‘Listen to me, all. I’ll
No

go and find the truth about this earthquake. Till then, you stay here.
Don’t move about till I come back’. He said in a commanding tone.
All the animals nodded their heads as if to show their obedience.
Now, the lion asked the hare to sit on his back. The hare did so
and very soon they were at the foot of the palm trees. The hare
jumped off the lion’s back. ‘Go now,’ the lion said, ‘show me the
place you were talking about.’ ‘Oh, lord, I would not dare,’ said the

160
 hare nervously. ‘Don’t be stupid, come along,’ he shouted at the
poor hare. The hare, not daring to go near the bel tree, stood some
way off, and, pointing out to the lion the spot where he had heard
the terrible crash, said: ‘That exactly is the place I heard the crash’.
‘Do you live here?’ asked the lion. ‘Yes, I do,’ said the hare. ‘Well
do you know what caused that loud sound?’ ‘What else? It was
the earthquake, wasn’t it?’ ‘No’ said the lion in a tone of certainty.

ed
‘What else? I really think that it must have been the cause’. The
lion did not pay any attention to the words uttered by the hare. On

ish
the other hand, he paced towards the place under the palm leaves.
Looking closely, he found that a ripe bel fruit, not long before, had
fallen on top of the palm shrub. Now the lion understood everything.
re S
bl
He also made sure that there was no sign of any earthquake nearby.
B
‘Jump on to my back,’ said he without losing anymore time. The
pu
be T

hare sat on it, and within a few minutes, both of them were facing
the assembly of animals. The lion spoke to them : ‘Dear animals,
K

you need not have any fears. There was neither an earthquake,
nor any other calamity. Go back to your places, and live as you did
©

before’. All the animals thanked their king and went back to their
habitats. Imagine what would have happened if the king lion had
not gone to check the real fact.
Glossary :
shrub : bush
to

habitat : place of living

terrified : afraid very much
t

shivering : shaking with fear

No

fleeing : running away

gazelle : small-eyed antelope
stampede : a mad rush
wild flight : running with great fear
frightened : afraid
huddled : crowded together

161
 species : race - a group into which animals, etc., that are
able to breed with each other and reproduce are
divided
fled : ran away
stretched out : spread
crash : a sudden loud noise
crack up : split

ed
not daring : not having courage

Exercise :

ish
I. Answer each of the following in a sentence or two.
re S
1. What was the wild imagination of the hare?

bl
B
2. Which event caused the crash?
3. Name a few animals that joined the race.
pu
be T

4. Which of the animals do you think was the sensible one? How
K

do you justify that?

5. What did the lion guess about the cause of the crash?
©

6. What was the command given by the lion to the animals at the
end?
II. Write the answers for each of the following in about 50-60
words :
to

1. It is said : ‘The mob cannot think.’ Do you agree? If so, how does
this story illustrate that? If you do not agree with the statement,
how do you explain the behaviour of the animals?
t
No

2. Sum up what the lion did to verify the statement of the hare.

*****

162
 LAL BAHADUR SHASTRY
[The story of one of the great sons of India
is told here. Lal Bahadur, who never aspired
for power, became the Prime Minister of
India, after Nehru. He was by nature calm
and cool, but could be tough when the
occasion demanded…. Read on]

ed
1. Lal Bahadur was born on October 2,
1904. [Gandhiji was born on the same
date in 1869] at Mughal Sarai. His

ish
parents were Sharada Prasad and Dulari
Devi. As a boy, Lal Bahadur was brave,
kind and full of courage and vitality.
re S
bl
Once he and his uncle went for a stroll.
B
It was getting dark. An old man who was Lal Bahadur Shastry
selling mangoes saw them. He said, “It is
pu
be T

getting dark, I will sell these at one anna for a hundred mangoes’.
Lal Bahadur and his uncle agreed to buy. The vendor started
K

counting fruits, ‘1, 2, 3, 4 ...’ When he reached 50, Lal Bahadur

asked him to stop. He gave the vendor one anna. Later his uncle
©

asked him, why he had done so. Lal Bahadur replied, ‘A hundred
mangoes for an anna is too cheap. He was prepared to suffer a loss
because it was getting dark. It was hard on him. Therefore I gave
him one anna instead of half an anna’. This shows how kind Lal
Bahadur was.
2. After his school education, he went to Varanasi and joined Kashi
to

Vidyapita and studied there for four years. As a student, he was

very bright in subjects like Philosophy, Economics, Political Science
and Social Science. He had to walk eight miles each way. He was
t

so poor that he could not buy a bicycle. He got the degree “Shastry”
No

while he was studying at Kashi Vidyapita. He had to lead a hard

life. His monthly expenditure was just two and a half rupees.
3. After his education, he joined the Indian National Congress and
participated with Nehru and Sardar Patel in the Non Co-operation
Movement and Dandi March. He served the country in various
capacities as the Minister for Home and Transport in Uttar Pradesh,
at the centre as Railway Minister, Home Minister and also the Prime
Minister.

163
 4. Once, before independence, Lal Bahadur’s daughter contracted
small pox. In those days it was a dreadful killer. The girl’s
condition caused anxiety. Lal Bahadur, who was in prison, got the
message. He sought the permission of the prison authority to see
his ailing daughter. The Government agreed to release, on parole
for 15 days on the condition that he should not take part in any
political agitation. Shastry said, “Release me on parole without any
conditions, or else, I don’t accept parole”. The Government agreed

ed
to release him. He came to the house. Unfortunately, the girl died
on the same day. He performed the obsequies. He still had three
or four days of the parole left, but he decided to return to prison.

ish
His family pleaded with him. But Shastry said, ‘The parole is for
the sake of my daughter. She is dead. It’s not right that I should
re S
stay back.’ He went back to prison.

bl
5. When Lal Bahadur Shastry became the Railway Minister, there
B
were four classes: first, second, intermediate and third. First Class
pu
be T

compartments offered luxurious service. But the discomfort of

passengers in the third class compartments was beyond description.
K

They did not have even minimum comfort. Lal Bahadur made a
lot of efforts to reduce this vast difference between the first and
©

the last classes. The first class that offered royal comfort was
abolished. The old second class came to be known as the first and
the intermediate class as the second class. His idea was to have
only two classes of compartments, in course of time – the first and
the second. He also provided more facilities to travellers in the third
class compartments. It was during his time that electric fans were
provided in the third class compartments. He also worked hard to
to

improve the management of Railways and to eliminate thefts on the

trains.
6. Though Lal Bahadur Shastry was the Prime Minister, he lived a
t

simple life. As the Railway Minister, he travelled by the second class.

No

When he served as the Home Minister, he had no home of his own.

After the Arialur Railway accident, he accepted moral responsibility
and resigned from the cabinet. When there was scarcity of food in the
country, he asked the people to eat less. He and his family members
ate only one meal a day. Even as Prime Minister, he didn’t have
a car of his own. Just to please his wife and children, he bought a
small car for his sons, taking a loan from the Government. Even
after becoming the Minister, he adopted austere living. One day,

164
 an old friend of his visited his house. Shastry was then the Home
Minister. He told his friend that his wife was away and as such he
could not offer him dinner. The friend was surprised to know that
Shastry’s wife was still engaged in cooking. He suggested Shastry
to appoint a cook. Then Shastry told him that he had no money to
pay for the cook.
7. Though Lal Bahadur Shastry looked physically short and weak,

ed
he was strong in mind and action. He was tactful and firm. He
showed that he could take bold decisions. He abolished the control
on cement and steel. Violent agitations broke out in South India,

ish
because people thought that the Government was forcing Hindi on
them and that it would be made the sole Official Language. Shastry
announced that English would continue to be an associate official
re S
language of India.

bl
B
8. When Pakistan attacked Jammu and Kashmir, Shastry declared in
the Parliament : ‘force will be met with force’. He gave freedom to
pu
be T

the Army to take action against Pakistan and teach it a lesson. The
Indian Army entered Pakistan and won the war. Pakistan learnt a
K

lesson it could never forget.

©

Glossary :
vitality : vigour, energy
stroll : walk
vendor : seller on the street
facilities : comfort
to

anxiety : concern
scarcity : non-availability
austere : simple
t
No

abolished : did away with, stopped

sole : only, single
associate : additional
tactful : intelligent in handling people
obsequies : rites performed after death

165
 I. Answer each of the following questions in a sentence or two :
1. Why is October 2 a special day in the history of India?
2. Where did Lal Bahadur have his education after his studies at
school?
3. Name at least two positions that Lal Bahadur held as an
administrator.
4. Why do you think Lal Bahadur refused to stay at home even

ed
during the days of parole?
5. When did Lal Bahadur resign his post as the Railway Minister?

ish
What was the reason he gave for this act?
6. How did he respond to Pakistan’s attack?
II. Answer each of the following in a paragraph of 10-12
re S

bl
sentences :
B
1. Give an account of Lal Bahadur’s education.
pu
be T

2. Narrate any one incident from Lal Bahadur’s life which highlights
his honesty.
K

3. Imagine you are supposed to speak on the life of Lal Bahadur

©

Shastry and you are given not more than 3 minutes for your
speech. Note down the points based on which you can develop
your speech.
Example : Lal Bahadur’s sincerity :
a] with the mango seller
b] his resignation ……….
t to

*****
No

166
 THE FIRST WOMAN IN SPACE
- A saga of an adventurous woman
1. June 16, 1963 is a memorable day when
the world shared with Valentina
Tereshkova of Soviet Union the
excitement of the first woman travelling
in space. Travelling successfully in the

ed
space ship Vostok VI round the earth
at 18,000 miles an hour, Valentina
won the credit of being the world’s first

ish
space-woman.
2. Mysterious are the ways of destiny.
re S
Little did the world dream of a village

bl
girl of humble birth becoming the first
B
woman cosmonaut. But instances
pu
like this are numerous in the pages of
be T

world history.
K

3. Valentina, who is now an international

figure, was from a humble family. Valentina Tereshkova
©

She was born on March 6, 1937 at

the village of Maselennikovo. Her father was a tractor driver. He
died at the front during World War II. Valentina, more intimately
known as Valya, was then only a child. The family was passing
through many difficulties of poverty. Therefore Valya could not have
a smooth and continuous schooling. In her seventeenth year, she
went to work at a tyre factory and then at a textile mill to help her
to

mother maintain the family. At the same time, she attended some
classes at Yaroslav. In 1960, she graduated in a trade school. By
this time, she had been trained well in parachute jumping at the
t

Yaroslav Aero Club. Even then, she did not show herself off as an
No

extra ordinary woman. It was only her boldness and daring in the
parachute training that stood her in good stead, when she was
selected to undergo cosmonauts’ training. Like many youngsters,
she also was dreaming of sailing on a ‘magic carpet’. Yuri Gagarin’s
first space flight fired her imagination. And she secretly determined
to fly like him. She applied to the space school and was admitted.
And this paved the way for her great expedition.

167
 4. With her keen interest and persistent efforts, she soon progressed
ahead of all her fellow trainees who wondered at her ability. They
often felt envious of her. She learnt with earnestness and hard work
all about rockets. After months of rigorous training, she was chosen
to fly into outer space. It was the fulfilment of her long cherished
dream.
5. Everything after this might have happened as if in a dream. The

ed
day was fixed for her taking off. Every minute things went with
clock-like accuracy according to the plan.
6. It was the proudest moment of her life when she talked from outer

ish
space to millions of her fellowmen on the earth about her thrilling
experience. Crowds of people all over the world simply danced for
joy when they heard that Mrs. Valentina was going round the globe,
re S
feeling excellent at an altitude of 113 to 144 miles from the earth.

bl
B
7. From those heavenly heights, she saw the cloud covered the earth
pu
and at times, she could recognize the landscape too. River Volga
be T

looked beautiful from outer space, though she had seen it to be even
K

more beautiful on the earth.

8. She felt quite normal even while going at that unimaginable speed.
©

As usual, she felt hungry. She ate well and slept well. She even
sang songs!
9. Valya remained in that spaceship speeding round and round the
earth for three days. Thus she showed to the world that a woman
has better stamina and endurance than a man. She was not just
having a joy flight during those three days. She had a lot to do,
to

making observations, jotting down notes in her book and sending

news to the earth. While returning to the earth, she steered the ship
herself very well and landed by parachute in Soviet Central Asia.
She came down quite safely except hurting her nose a little while
t
No

landing. But she did not care to take notice of it. On being asked
about her flight, she said smiling brightly. “You probably know the
saying ; it is very nice to be a guest but it is always better at home.
When I landed, I felt joy at being at home again.”
10. She was very happy over her success in the experiment. It was to
test on the one hand, whether women could also stand the rigours
and strains of rocket flight, and on the other, the weightlessness.
11. Valentina was not just strong and fit, but had all the soft and nice

168
 qualities of a woman. She was interested in music and literature.
She loved reading. More than anything else, she loved a happy and
quiet home life.
12. Valentina’s space flight will be recorded in the history of civilization
as one more triumph of the human spirit. Her pride is the pride of
all mankind.
- Edited by Prof. K.B. Prabhuprasad

ed
Glossary :
credit : honour

ish
cosmonaut : space traveller
thrilling : very joyful
re S
Yuri Gagarin : The first man in space

bl
B
stamina : strength, guts
pu
be T

I Answer each of the following in a sentence or two.

1. When did Valentina go round the earth? What was great about
K

this event?
©

2. How did Valentina help her mother? What else was she doing
at the same time?
3. How did people all over the world share her joys at the historic
moment?
4. What did she say on landing after the space flight?
5. Apart from flying, what were Valentina’s hobbies?
to

II Answer each of the following in a paragraph of about 80-100

words.
t

1. Imagine you are asked to interview Valentina Tereshkova.

No

Prepare a list of questions you would like to ask her.

2. You must have read about Kalpana Chawla. Write in a paragraph
the similarity and the contrast between the flights of Tereshkova
and Kalpana Chawla.
3. What do you think youngsters like you can learn from the life
of Valentina Tereshkova? Discuss and write.

*****
169
 Listening Passages
1-8
L-1
Sangappa is a farmer in Prasadapura. He got his son admitted to
a nearby school. That school was a bit different from other ones, and

ed
it was located in an Ashram.

Sangappa went to the Ashram one day to see how his son was getting

ish
on. He opened the gate and went in. What he saw surprised him. For,
there were no classes. Students had freedom to go wherever they liked.
re S
bl
At a distance, some students were reading books and trying to get by
B
heart some questions and answers. He looked around for his son.
pu
be T

A greater surprise was awaiting him. For, his son had been sitting on
a tree watching the birds singing. Also, he was trying to draw the birds
K

in a book. Sangappa went straight to the headmaster’s office. He said,

©

“I am sorry, I thought my child was learning. But look where my son is!
I’m really sorry, Sir.” The headmaster replied quietly, “Well, Sangappa,
I too feel sad, but not for your child, but for those book-worms,” and
pointed towards the boys trying to memorize answers. Sangappa could
not make out anything. He said, “Are you joking, Sir?” “No,” said the
to

headmaster. “Your son is studying nature and he’s learning. But those
kids are not.”

L– 2
t
No

Bhaskara II was a famous scientist and a great poet, too. He was a

Kannadiga, born in Vijayapura. His father Maheshwaropadhyaya was
a learned mathematician. Bhaskara’s first teacher was his own father.
Bhaskara invented Kalachakra, the time-clock.

170
 L-3
Gandhiji was travelling from Durban to Maritzburg in South Africa.
He had a first class ticket. He sat in the train. After sometime, a
passenger came and asked him to go to the other compartment. Gandhiji
showed his first class ticket and refused to leave the compartment.

ed
After sometime, two policemen came and forcefully pushed him out
of the train. His baggage was thrown out too. Gandhiji felt very sad.

ish
L-4
A poor little girl was walking along the lonely deserted road. She was
re S
wearing a worn-out dress and her feet were bare. She had been asked

bl
B
by her father to sell boxes of matches and to bring home the money.
pu
be T

The girl’s pocket was full of unsold boxes of matches. She did not
want to go home because her father would beat her for not bringing
K

back any money.

©

Sadly she lit one match after another. Suddenly the figure of her
grandmother who had died a year before appeared in front of her smiling
happily. As the last flaming match was beginning to die out, her grand
mother took her in her arms and carried her up to the heavens. The next
morning the passers by found the frozen girl lying in the snow with a
to

pretty smile on her lips. Her burnt matches lay scattered all around her.

L-5
t
No

Once, to the court of a King came two women with a baby seeking
justice. Each of them claimed that she was the real mother and so she
alone had the right to own and look after it. The King looked at the
minister. The minister stood up, and addressed the women thus: “Both
of you say the child is yours. So, this court orders the baby to be split
in two, and each woman will have a half of the baby.”

171
 The first woman readily agreed. But the second woman said, “I don’t
want to go by your suggestion. You may give the baby to that woman.”
Do you know what the minister decided? Yes, he ordered that the baby
be handed over to the second woman, and the first woman be punished.

L-6

ed
1. Kamala is friendly and polite.

2. Naina is social and generous.

ish
3. Mridula is jealous and lazy.

4. Kamini helps the poor.

re S
bl
B
5. Sowmya does not respect elders.
pu
6. Maya is always late to school.
be T

7. Nandini works hard.

K

8. Sudha talks and talks but never listens to others.

©

9. Preeti is calm and quiet.

10. Janaki has sympathy for the poor.

L-7

Once there lived a king. He was very handsome. He felt proud of

to

himself. Once, in the court, he asked his ministers how handsome he

was. They told him that he was more handsome than any other person
t

in the world. Impressed by their compliments, he proudly told them

No

that he was more attractive than the gods.

Gods in the heaven heard this. They wanted to teach him a lesson.
The next day when he got-up, he had horns on his head. As soon as
he got up, he went to the mirror. He saw his face. Seeing horns on his
head, he felt ashamed of himself. He ordered his ministers to get him
a barber. The barber came and dressed his head hiding the horns. The
172
 king threatened him not to tell the matter to anybody. He promised.
But he could not. He came to the tree near the palace and uttered “The
King has two horns on his head”.

After sometime, the tree fell down. The king ordered to prepare
drums using the wood. A music concert was arranged. When the drums
were beaten it made a sound “The King has two horns on his head”.

ed
The people, who had gathered there, burst into laughter. The king felt
ashamed and realized his mistake.

ish
L-8

Student : Hi, I’m Chetan.

re S
bl
B
Magician : Pleased to meet you, I’m Jadoogar Goga.
pu
Student : Oh Magician! What magic can you do?
be T

Magician : Within a second, I can make your lunch box disappear.

K

Student : Interesting! What else can you do?

©

Magician : I can change this piece of paper into a hundred rupee

note.
Student : Fantastic! but how do you play these tricks?
Magician : I hypnotize the people, I mean I capture their attention.
to

Student : Hmmm! Can you grow 100 kinds of mangoes on a single

tree?
t

Magician : Sorry, that I can’t.

No

Student : Can you make the seeds disappear from the fruits?
Magician : I am helpless, I can’t.
Student : But there is one man who could do this.
Magician : You mean, Luther Burbank?

Student : Yes, you are right. And he can do many more such things.

173
 L-8A

LET ME LIVE

Once I was a tiny seed

ed
Mother nature cared my need

ish
I grew up as a shady tree

Now my age is twenty three

re S
bl
I have branches so many
B
For children to play is company
pu
be T

I feed worms with tiny figs

K

I make homes with tiny things

©

I am for the resting herds

Also for the poor shepherds

People breathe the air I give

Why don’t people let me live?

to

*****
t
No

174
 ADDITIONAL GLOSSARY

accuracy – being exact or correct

We can predict changes with a surprising degree of accuracy.

amid – in the middle of

The new product was launched amidst a fanfare of publicity.

ed
anxious – feel troubled
She was anxious about her son’s health.

ish
apparatus – tools that are needed for a particular activity.
Firefighters needed breathing apparatus to enter the burning house.
re S
bl
appetite – natural desire to satisfy
B
My appetite for study has increased.
pu
be T

authority – power
K

They are ordering us without any authority.

©

beadle – an officer in the church

The beadle complained to the priest.

betray – be disloyal to someone

Dogs never betray their masters.

bow to – accept usually unwillingly

to

The government had to bow to the public demand.

calamity – a serious event causing damage

t
No

A series of calamities ruined many lives.

carry on – manage
The director could not carry on for want of staff.

case – an instance
It was a case of violence.

175
 compassion – a strong feeling of sympathy
We should have compassion towards animals.

competitive – involving competition

Acting is a very competitive skill.

cope – to deal successfully

ed
He could not cope with pressure.

council - a group of elected people

ish
The school is supported by the local council
re S
dawn – sunrise, early morning

bl
We left as the dawn was breaking.
B
pu
be T

dreadful – very bad

The people were shocked at the dreadful news.
K

eliminate – to remove
©

Good habits help us to eliminate diseases.

endurance – the ability to keep on doing something

Running a marathon is a test of endurance.

excitement – a feeling of being excited

to

Robin’s heart was pounding with excitement.

exclaim – to say something suddenly with surprise

t

She exclaimed in delight on hearing the news.

No

fairy tale – imaginary story

The marriage of animals was a fairy tale.

glade – open space

A giraffe is galloping in the glade.

176
 glitter – flash
Diamond necklace glitters brightly.

grim – without hope

The future looks grim.

ill-treated – to treat someone badly

ed
Poor people were ill-treated.

intense – extreme or forceful

ish
The orator spoke on the topic with intense feelings.
re S
knighted – to give someone the rank of honour

bl
He was knighted by the Queen for his services to industry.
B
pu
be T

lawn – an area of grass

The lawn was shaped beautifully.
K

leap – bound or hop

©

Hanuman crossed the ocean with a leap.

lend – to give
We must lend help to the needy.

livestock – animals kept for use or profit

to

Due to the shortage of food the livestock has become extinct.

miserable – unhappy
t

The war caused miserable feelings all over.

No

moulded – to shape a particular substance

Plastic is moulded into plates.

offer – give
The government offers help to the poor.

177
 oppressors – persons ruling in a hard and cruel way
We must fight against the oppressors of all types.

orphan – one who has no parents

Many children in that village are orphans.
pale – dull

ed
Reshma has a pale blue hat.

parole – Permission given to the prisoner to leave prison before

ish
the end of their sentence
He was released on parole.
re S
bl
passion – a powerful feeling
B
Antony had a great passion for cricket.
pu
be T

pride – a feeling of pleasure

K

Vikram felt working under Sir C. V. Raman was a matter of pride.

©

purpose – intention, aim

Research is undertaken with some purpose.

tremble – to shake
The girl trembled with fear when she saw a tiger.
to

triumph – a great success or achievement

Eradicating polio is one of the greatest triumphs of modern science.
t

wax – a solid substance made from various fats and oils

No

Wax is used to make candles.

whispered – to speak in a quiet voice

She whispered something into her mother’s ears.

178
 Phonetic Symbols
1 /i:/ eat deep free
2 /ɪ/ inn sip pity
3 /e/ egg bet -
4 /æ/ apple patch -

ed
5 /ɑ:/ art mask car
6 /ɜ:/ or/ə:/ earth shirt fur

ish
7 /ə/ again success rubber
re S
8 /ʌ/ up shut -

bl
B
9 /u:/ ooze move shoe
pu
10 /U/ Put
be T

11 /ɔ:/ orb force more

K

12 /o/ or/ ɔ/ Australia got -

©

Diphthongs
13 /eɪ/ age fate day
14 /aɪ/ ice mind sigh
15 /ɔɪ/ oil moist boy
to

16. /ɪə/ ear fierce sheer

17. /eə/ air fairy rear
t

18. /ʊə/ mover poor -

No

19. /əʊ/ or /oʊ/ over showdown go

20 /aʊ/ out loud now
Consonants
21 /P/ post report tap
22 /b/ bad rubber club

179
 23 /t/ tit stand meet
24 /d/ dry Sunday red
25 /k/ creep sky take
26 /g/ good bags wig
27 /f/ phase refer tough

ed
28 /v/ venue level love
29 /Ɵ/ thought nothing path

ish
30 /ð/ then bother bathe
31 /s/ say mistake books
re S
32 /z/ zoom possess watches

bl
B
33 /ʃ/ shape mushroom wish
pu
be T

34 /ɜ/ genre measure rouge

K

35 /h/ house cohesion -

36 /tʃ/ chair batch rich
©

37 /dɜ/ join ledger bridge

38 /m/ my prompt some
39 /n/ nice venom ten
40 /ŋ/ - singer king
to

41 /l/ light slight bottle

42 /r/ river brown -
t

43 /j/ yes beauty -

No

44 /w/ what coward -

Triphthongs
45 /aɪə/ Ireland siren fire
46 /aʊə/ our showerbath sour

*****

180